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A comparative study of language learning strategy use in an efl context: Monolingual korean and bilingual korean-chinese university students

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Abstract

Since language is socially mediated and context dependent, it would be expected that learners’ use of language learning strategies may vary with the environment. Using the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), this study examines the language learning behaviors and thought processes of two geographically and socio-educationally different groups by comparing learning strategy use as reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. Monolinguals reported using compensation strategies most and affective strategies least. Bilinguals preferred to use metacognitive strategies most and memory strategies least. Despite a less favorable formal English education environment in the Korean-Chinese community and less experience in learning English, bilingual Korean-Chinese reported higher use of learning strategies, which is arguably indicative of the positive effects of the bilingual context in learning a new language.

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Authors and Affiliations

  1. Northeastern State University, USA

    Kyungsim Hong-Nam

  2. University of North Texas, USA

    Alexandra G. Leavell

  3. Curriculum and Instruction, College of Education, Northeastern State University, 74464, Tahlequah, OK, USA

    Kyungsim Hong-Nam

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  1. Kyungsim Hong-Nam
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  2. Alexandra G. Leavell
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Correspondence to Kyungsim Hong-Nam.

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Hong-Nam, K., Leavell, A.G. A comparative study of language learning strategy use in an efl context: Monolingual korean and bilingual korean-chinese university students. Asia Pacific Educ. Rev. 8, 71–88 (2007). https://doi.org/10.1007/BF03025834

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  • DOI: https://doi.org/10.1007/BF03025834

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