Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English Learning and its Relationships to Gender and Proficiency

The purpose of this study was to examine Chinese undergraduate students’ language learning strategy use in flipped English and the effect gender proficiency on use. It aimed enrich research strategies as well classroom render implications EFL instructors developing learning. Research questions revolved around identifying most least frequently used learning, influence frequency In study, researchers employed random sampling select 109 students enrolled course for non-English majors at H University China. Oxford’s (1990) Strategies Inventory Language Learning (SILL) modified a context collect data. T-tests ANOVAs were analyze results revealed that participants with medium While they social frequently, metacognitive frequently. Furthermore, male female not significantly different their However, there significant difference relation high more than low students. Pedagogical are provided.