Analyzing changes in digital English learning strategies of Korean high school students in the pre- and post-COVID-19 pandemic periods

This study examines the changes in digital English learning strategies among Korean high school students before and after the COVID-19 pandemic. Using data from 2019 (pre-pandemic) and 2024 (post-pandemic), the researchers analyzed responses from 1,024 students across five categories of digital learning strategies: Social and Interactive, Cognitive Substitution, Alternative Memory, Memory-Cognitive, and Metacognitive strategies. The results reveal an overall increase in strategy use, with significant growth in Memory-Cognitive and Cognitive Substitution strategies, reflecting a heightened reliance on digital tools for independent learning. However, Social and Interactive strategies declined, highlighting challenges in maintaining collaborative and interpersonal learning in digital contexts. Multivariate analysis further indicate variations in strategy use by gender, grade level, and the pre- and post-pandemic periods, emphasizing the complex interplay of demographic and contextual factors. Additionally, the study highlights the long-term educational implications of increased digital tool adoption, including shifts in self-regulated learning behaviors and the potential for digital inequity. These findings underscore the need for tailored educational approaches that integrate collaborative opportunities while supporting students’ cognitive and metacognitive development in digital learning environments.