| The purpose of this study was to investigate the use of language learning strategies by a group of senior high school students. The data of the research was provided by 261 senior high school students from Tainan, Taiwan. Oxford's Strategy Inventory for Language Learning (SILL) (1989a) consisting of 50 questions was the primary instrument. A background questionnaire consisting of 11 questions developed by the researcher of this study was administered together with the SILL. Statistical Packages for the Social Sciences (SPSS) Version 10.0 was used to analyze the data.; The findings of this study were as follows. There was a statistically significant difference between male and female students in the use of language learning strategies as a whole. In the use of the six categories of language learning strategies, gender differences were significant in the use of cognitive, compensation, metacognitive, and social strategies, but were not detected in the use of memory and affective strategies.; There were no statistically significant differences in the use of learning strategies as a whole among students from different ages and among students with different number of years studying English. Conversely, statistically significant differences were seen in the use of overall strategies of the SILL and in each strategy category of the SILL among students having different academic levels, different amounts of time studying English outside English class, different grades in English for Spring 2002, different self-rated proficiencies, different motivational levels, and different areas of specialization.; Gender, age, academic level, weekly hours of English study outside English class, grade in English for Spring 2002, self-rated English proficiency, and motivation were found to be significantly correlated with language learning strategy use, with motivational level the most influential factor in language strategy use.; The recommendations of this study are as follows: qualitative research in this area is encouraged for future studies; studies involving a wider range of different senior high schools are strongly recommended; other variables influencing the use of language learning strategies should be explored; and a well-designed training program is necessary for developing students' language learning strategies. |
