An Investigation of Language Learning Strategies of Bilingual Korean-Chinese University Students

An Investigation of Language Learning Strategies of Bilingual Korean-Chinese University Students

  This study investigates the language learning strategy use of bilingual Korean-Chinese students learning English in China. The study also examines the relationship between learning strategy use and the influence of individual background variables, such as gender, academic major, and self-rated English proficiency. The Strategy Inventory for Language Learning (SILL, Oxford, 1990) was distributed to 109 Korean-Chinese university students to measure their use of language learning strategies. The findings of the current study revealed that compensation strategies were most preferred by Korean-Chinese students, while memory strategies were least used. The study found female students as more frequent users of strategies than male students. Humanities majors reported more use of learning strategies than other majors. The linear relationship between self-rated English proficiency and strategy use was found, indicating that learners with higher English proficiency reported more frequent use of learning strategies.