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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 0000-0003-4179-0208)
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
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  Data: Language Learning Strategies Used by EFL Students: Does Their Digital Fluency Matter?
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Patterns%22">Behavior Patterns</searchLink>
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  Data: 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.
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        Value: 10.1177/13621688231166881
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 1890
    Subjects:
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        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Student Behavior
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      – SubjectFull: Taiwan
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      – SubjectFull: Strategy Inventory for Language Learning
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