Abstract
Based on the assumption that learning is ‘situated’ and learning strategies are derived from a learning context, and using a grounded theory approach, this study examined how 12 students from two college English classes in Taiwan used strategies over time along the path of their EFL learning. The findings showed that the students’ strategy use varied as they responded to different contextual situations, with two inter-related themes emerging from our analysis: strategy use in changing environments and strategy use in fulfilling learning needs. It was also found that the interplay of individuals with the various elements of their learning context was to be crucial in forming learner strategies.
| Original language | English |
|---|---|
| Pages (from-to) | 647-659 |
| Number of pages | 13 |
| Journal | Language Learning Journal |
| Volume | 46 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 2018 Oct 20 |
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All Science Journal Classification (ASJC) codes
- Language and Linguistics
- Education
- Linguistics and Language
Cite this
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Language learning strategies in context. / Huang, Shenghui.
In: Language Learning Journal, Vol. 46, No. 5, 20.10.2018, p. 647-659.Research output: Contribution to journal › Article
TY - JOUR
T1 - Language learning strategies in context
AU - Huang, Shenghui
PY - 2018/10/20
Y1 - 2018/10/20
N2 - Based on the assumption that learning is ‘situated’ and learning strategies are derived from a learning context, and using a grounded theory approach, this study examined how 12 students from two college English classes in Taiwan used strategies over time along the path of their EFL learning. The findings showed that the students’ strategy use varied as they responded to different contextual situations, with two inter-related themes emerging from our analysis: strategy use in changing environments and strategy use in fulfilling learning needs. It was also found that the interplay of individuals with the various elements of their learning context was to be crucial in forming learner strategies.
AB - Based on the assumption that learning is ‘situated’ and learning strategies are derived from a learning context, and using a grounded theory approach, this study examined how 12 students from two college English classes in Taiwan used strategies over time along the path of their EFL learning. The findings showed that the students’ strategy use varied as they responded to different contextual situations, with two inter-related themes emerging from our analysis: strategy use in changing environments and strategy use in fulfilling learning needs. It was also found that the interplay of individuals with the various elements of their learning context was to be crucial in forming learner strategies.
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UR - http://www.scopus.com/inward/citedby.url?scp=84975317627&partnerID=8YFLogxK
U2 - 10.1080/09571736.2016.1186723
DO - 10.1080/09571736.2016.1186723
M3 - Article
AN - SCOPUS:84975317627
VL - 46
SP - 647
EP - 659
JO - Language Learning Journal
JF - Language Learning Journal
SN - 0957-1736
IS - 5
ER -