Language Learning Strategies Used by EFL Students: Does Their Digital Fluency Matter?
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| Title: | Language Learning Strategies Used by EFL Students: Does Their Digital Fluency Matter? |
|---|---|
| Language: | English |
| Authors: | Jia-Ying Lee (ORCID |
| Source: | Language Teaching Research. 2026 30(4):1890-1913. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Strategies, English (Second Language), Second Language Learning, Digital Literacy, College Students, Higher Education, Foreign Countries, Private Colleges, Measures (Individuals), Student Behavior, Behavior Patterns |
| Geographic Terms: | Taiwan |
| Assessment and Survey Identifiers: | Strategy Inventory for Language Learning |
| DOI: | 10.1177/13621688231166881 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | Major advances have been made in understanding language learning strategies (LLS). However, rapid changes in human interaction induced by the internet and web 2.0 warrant a re-assessment of LLS in today's context, especially vis-à-vis digital nativeness. Therefore, a large-scale quantitative investigation involving 891 college students was conducted. Their LLS use patterns and frequency and their level of digital fluency were examined using two instruments: Oxford's Strategy Inventory for Language Learning (SILL) and Teo's Digital Natives Assessment Scale (DNAS). The participants reported moderate usage of all the strategies described in SILL. However, they reported using specific SILL categories (compensation, memory, and metacognitive) more frequently than others (social, cognitive, and affective). Participants with different levels of digital fluency showed significant variations in the frequency of use of LLS. Additionally, compared to previous generations, these modern participants adopted different usage patterns. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502808 |
| Database: | ERIC |
| Abstract: | Major advances have been made in understanding language learning strategies (LLS). However, rapid changes in human interaction induced by the internet and web 2.0 warrant a re-assessment of LLS in today's context, especially vis-à-vis digital nativeness. Therefore, a large-scale quantitative investigation involving 891 college students was conducted. Their LLS use patterns and frequency and their level of digital fluency were examined using two instruments: Oxford's Strategy Inventory for Language Learning (SILL) and Teo's Digital Natives Assessment Scale (DNAS). The participants reported moderate usage of all the strategies described in SILL. However, they reported using specific SILL categories (compensation, memory, and metacognitive) more frequently than others (social, cognitive, and affective). Participants with different levels of digital fluency showed significant variations in the frequency of use of LLS. Additionally, compared to previous generations, these modern participants adopted different usage patterns. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231166881 |
