A Comparative Study of Language Learning Strategies Use Between High and Low EFL College Achievers

Abstract

Language learning strategy (LLS) not only benefits adults’ cognitive and thinking development but also is important for developing students’ independent learning skills and hence plays a significant role in college English learning. The study attempted to investigate the differences and similarities of LLS use and preference between high achievers and low EFL college achievers. The study employed a quantitative method in that 518 college participants are selected to engage in the Strategy Inventory for Language Learning (SILL) questionnaire. The statistic analysis was employed to the six dominions: memory, cognitive, compensation, metacognitive, affective and social strategies. The results indicated that the preference of high and low EFL college achievers using LLS is basically similar. The level of high achievers using LLS was higher than that of low EFL college achievers. The study revealed the respective characteristics of the research population and made a useful attempt in the field of research on LLS of high achievers and low EFL college achievers. Further research may involve hidden influence factors of LLS use between the high and low achievers.