Individual Learner Differences and Language Learning Strategies
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Abstract
This study aimed to investigate what language learning strategies were frequently used by English as a foreign language
undergraduates at a public university in Bangkok, Thailand and the significant differences in the use of language learning
strategies based on individual differences, including gender and self-rated English proficiency. The research was conducted
with 392 Thai undergraduates through administering a quantitative method. Instruments for the study included a
demographic questionnaire and Oxford’s Strategy Inventory for Language Learning. The findings revealed that research
participants reported a low-to-medium use of language learning strategy. The strategies most used by learners were
compensation strategies while the least were cognitive strategies. Regarding gender differences, female participants used
the all six strategy categories more than did the male counterparts. The results also demonstrated that participants with
different English proficiency employed learning strategies at different levels with a statistical significance at .05 in almost six
strategies, except affective strategies. Research participants who were good at English most used metacognitive while social
strategies were most used by participants with less English proficiency.
Keywords: Individual learner differences, language learning strategies.
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