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.
All Science Journal Classification (ASJC) codes
- Language and Linguistics
- Linguistics and Language