Exploring Korean Learners’Grammar Strategies in English Learning

This study aimed to contribute to the paucity of empirical investigation in the use of grammar strategies on L2 learning by investigating the relationship between grammar strategies and learners’ English proficiency and the relationship between grammar strategies and other facets of learners. The data obtained from eighty-five college-level learners who took English proficiency tests and filled out several questionnaires were analyzed using multiple statistical tools. The analysis results presented that learners who had a high-level English proficiency reported more frequent use of grammar strategies than those with a low-level English proficiency, and that two groups of learners differed in their frequency of the use of grammar strategies overall. However, with respect to specific types of grammar strategies, the results showed that two groups differed only in the use of implicit form-focused grammar strategies. This study also revealed only one statistically significant predictor (i.e., cognitive strategy) which might explain the use of learners’ grammar strategies. Findings of this study undoubtfully demonstrate the urgent need for subsequent studies on the relationship between grammar strategy and English learning.