Strategy development and progress in language learning

Although the importance of strategies used by learners to regulate their own language learning is widely accepted, the lack of longitudinal studies in the language learning strategy field has long been recognised. This article reports on a study conducted in a private English language school for international students in Auckland, New Zealand, which aimed to investigate how progress in language learning related to changes in reported frequency of language learning strategy use over a period of time. Using a questionnaire known as the English Language Learning Strategy Inventory, or ELLSI (Griffiths 2003b), students were surveyed on entry to the school. Thirty students were surveyed again three months later. The results suggested that, in general, the students who progressed most rapidly were those who reported the greatest increase in frequency of language learning strategy use over the three-month period of the study, especially strategies related to the use of resources, to the management of learning, to vocabulary and to writing in English. Implications of this finding are discussed and suggestions made regarding applications to the teaching/learning situation.