Language Learning Strategy Use of English Majors at a University in Songkhla Province

Abstract

This study investigates the language learning strategy use of a group of English majors at Thai University in the south of Thailand with the main purposes to explore patterns and frequencies of the strategy use and compare the use of language learning strategies (LLS) of the first and fourth year students. The Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) was employed to identify the strategy use of the students. It was found that compensation strategies were among the popular strategies while some social strategies were among those unpopular ones. The comparison of the use of LLSs among the first and the fourth year students revealed no significant differences in their strategy use as both groups rated themselves as the moderate users of LLSs. This signifies that throughout the learning, the program may not have paid enough attention on the development of LLSs among students. Meta-cognitive strategies, which are considered direct mechanism to enhance learner autonomy, were also found to be used at only medium level by the students. These findings provide solid evidence for program administrators and teachers that in the process of learning, it is vital to put more emphasis on the development of LLSs among students if they are expected to become self- directed in their learning.