Abstract

This study aims to explore the association between the field of study, gender, language proficiency, and the use of learning strategies in an EFL educational setting. It further intends to gain more insight into the link between learner autonomy and strategy use. The sample included university freshmen who were ability-grouped into three different levels for English classes. The findings indicated that the effects of major, gender, and proficiency on overall strategy use were all significant. As strategy use had a moderate level of association with both listening and reading proficiencies, it was found to have a high level of correlation with learner autonomy. The strategies identified to have the strongest correlations with autonomy in language learning were those in the cognitive and metacognitive categories. Among the subcomponents of learner autonomy, strategy use had the highest correlation with learner degree of involvement in learning activities. Results of the study further established that EFL student use of learning strategies can serve as a good predictor of learner autonomy.

This work is licensed under a Creative Commons Attribution 4.0 License.