| Summary: | 碩士 === 大葉大學 === 應用外語研究所 === 102 === This study was designed to explore Language Learning Strategy Use (LLSU) of English as Foreign Language (EFL) elementary school students in Taiwan. The study analyzed the relationships between seven independent variables (gender, location, father’s education, mother’s education, father’s occupation, mother’s occupation, and starting age of learning English) and LLSU. The study provides a general review of the LLSU of elementary students in Taiwan, which will assist educators, policy makers, parents and students in creating a more stimulating and effective English educational environment for elementary school students.
One hundred and twenty-three participants took part in the study. All of the participants were from grade six. Sixty-eight boys and 55 girls participated in the study. Sixty-one of the participants were from an urban area (Taichung city) while 62 were from a rural area (Changhua county). All of the participants completed a two-section questionnaire. The first part of the questionnaire gathered demographic data regarding the independent variables, while the second part was a Chinese translated version of Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Quantitative analysis was conducted using Statistical Package for the Social Sciences (SPSS) version 19. Descriptive statistics as well as analysis of variance (ANOVA) and Multivariate analysis of Variance (MANOVA) tests were conducted to analyze the data.
The results showed that there is medium overall strategy use among the participants. The most frequently used strategy category was the memory category, while the least frequently used strategy category was cognitive. Girls used strategies more frequently than boys. Those who started learning English earlier tended to use strategies more frequently than learners who started learning English later. However, there is no significant difference in LLSU between urban (Taichung city) and rural (Changhua county) locations. In other words, the results reveal that the participants in sixth grade in Taichung and Changhua used the same amount of LLS. Five of the seven variables had a significant impact on overall strategy use, gender, father’s education, mother’s education, father’s occupation, mother’s occupation and starting age of learning English.
This study investigated the LLSU of elementary aged EFL learners in Taiwan. Results offer a general view of the LLSU of these participants. The stakeholders can employ the findings to increase the effectives of Language Learning Strategy use in the future.
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