Study on the Use of Language Learning Strategies by Korean University EFL Students

The purpose of this study is to investigate the use of language learning strategies by Korean university students learning English as a Foreign Language (EFL) by proficiency and class type. Students of two class types were compared for significant differences in strategy use, one a general English class teaching English conversation (EC) (n=31) and the other an English for specific purposes class teaching business English (BE) (n=31). Students' proficiency was based on their TOEIC scores and their use of language learning strategies was measured by the Strategy Inventory for Language Learning (SILL) version 7.0 for ESL/EFL students. The findings indicated no significant correlation between proficiency and strategy use. With regard to use of learning strategies by class type, EC used compensation strategies most, while BE employed metacognitive strategies most. Between the two classes, a significant difference was noted in cognitive and affective strategies and marginally significant difference in metacognitive and memory strategies. A multiple regression analysis revealed that BE used more learning strategies than EC in all categories except compensation strategies. Furthermore, BE's use of cognitive learning strategies was significantly higher than that of EC. Pedagogical implications are discussed in the final section of the paper.