Abstract

As a still growing area, language learning strategies (LLS) research needs to expand so that it covers different contexts and age groups. Previous research shows that most of LLS research is conducted in ESL contexts and the majority looked into strategies of adolescents and adults. Consequently, strategy taxonomies as well as the inventories developed so far comprises this context and age group mentioned. Thus, the current study investigates children’s language learning strategies in an EFL context. Data is collected via methodological triangulation through, semi-guided questionnaire, task-based interviews, observations during students’ task performance, field notes kept during task-based interviews, think- aloud protocols for reading and writing skills, classroom observations, and general interviews conducted according to the results of the semi-guided questionnaire. Triangulation in location is also applied. 54 children contributed to the study. As a result, children’s language learning strategies are identified and a taxonomy is developed by taking Oxford’s (1990) classification as a basis.

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