Language Learning Strategies of ESL Students in Online Distance Learning Environment

Abstract

When learning, learners can use language learning strategy (LLS) either knowingly or unknowingly to process the new knowledge in their language class. Oxford published the Strategies Inventory of Language Learning (SILL) in 1990. Cognitive, Memory, Affective, Meta-cognitive, Compensatory, and Social interventions are the six broad categories in this inventory. Various studies have since been carried out with an emphasis on LLS in L2 learning. LLS has been shown to assist learners in developing their language skills. Although technology advances, it has also an effect on the teaching and learning process. L2 learners can now learn the language in a technology-mediated environment thanks to the advancement of technology. As a result, this study looked into L2 learners’ preferences for LLS while learning English in an online distance setting. This study included 78 participants, with questionnaires serving as the research method. When learning English online, learners used more Compensation strategy in terms of LLS choice. There is also a significant gap between male and female students. In contrast to males, females used more LLS. Female students preferred to use the Metacognitive approach, while male students preferred to use the Compensation strategy. This study’s results have pedagogical implications to English teaching and learning.