臺灣博碩士論文加值系統

　　本研究目的主要是探討台灣國中生英語學習策略使用之狀況，並檢驗學生英語學習策略使用與其英語學習成果間之關係。在探討學生英語學習策略使用狀況之際，並納入英語學習成果高低及性別因子，以比較不同組別間英語學習策略使用狀況之差異。最後，本研究檢驗學生英語學習策略使用是否可有效地預測其英語學習成果。
　　本研究對象為台中市立向上國中713位二年級學生，男女生比例約為0.9。所有參與學生至少都已接受三年以上英語課程教育，包含兩年國小英語課程及一年國中英語課程，並在就讀國中後，每學期皆參加二至三次英語學習成就測驗，且已排定於國中畢業前參加國中基本學力測驗之英語科考試。
　　研究工具包含一份「台灣國中生英語學習策略使用狀況之調查問卷」中文問卷及三次全校性英語學習成就測驗。問卷內容除學生個人基本資料外，英語學習策略評量部分則改編自Oxford (1990) 所著之語言學習策略問卷，包含五十個以李克式五點量表呈現之項目。全校性英語學習成就測驗之內容包含聽力、閱讀及寫作，由向上國中英語科教師聯合命題與審題。
　　問卷調查過程在參與研究學生之班導師引導下，填寫「台灣國中生英語學習策略使用狀況之調查問卷」。指導者於學生填寫問卷前，以口頭方式解說此研究之目的及問卷填寫方式，再由學生自行填寫並從旁輔導，整體花費時間約為25至30分鐘。
　　本研究共計回收六百四十四份有效問卷，利用統計軟體SPSS 10.0 for Windows進行結果分析，提供描述性統計與推論性統計數據。推論性統計分析之顯著性測試，設定 <.01，測試統計分析結果是否達顯著水準。
　　研究結果發現如下：第一、國中生不常使用英語學習策略，其中六大類英語學習策略類型中，國中生最常使用補救策略，最少使用情感策略。第二、國中女生的英語學習成果有高於男生的傾向。第三、女生在使用英語學習策略之頻率上高於男生。第四、英語成就較高的學生使用學習策略之頻率高於英語成就較低的學生。雖然研究結果發現學生英語學習策略之使用，可有效地預測其英語學習成果，然而統計結果卻顯示，利用英語學習策略來預測學生英語學習成果時，大約只有百分之二十的英語學習成果可被有效地預測。因此，本研究結論為尚有其他因素比英語學習策略使用更能影響學生英語學習成果。

This study aimed at investigating junior high school students’ English learning strategy use in an EFL learning environment and its relationships with their English leaning achievements. In investigating the students’ English learning strategy use, the researcher also compared their strategy use across their English achievement levels as well as their genders. The researcher then further examined the relationships between the students’ English learning strategy use and their English learning achievements to see if their English leaning strategy use can be used as a predictor variable to predict their English learning achievements effectively.
Participants in this study were 713 second-year junior high school students from Hsiang-Shang Junior High School in Taichung City, with a male/female gender ratio around 9/10. All the participants have studied English as a foreign language in formal school settings for at least three years, two in elementary and one in junior high schools. Since they came to junior high school, they have taken three school-wide English achievement exams each semester and they have been all scheduled to take the Basic Competence Test (BCT) right before their graduation from junior high school.
The instruments for this study included a Chinese written questionnaire, namely, the Junior High School Students’ English Learning Strategy Use Questionnaire, and three school-wide English achievement exams. The questionnaire consisted of the Personal Background Information part with six items and the Evaluation of English Learning Strategy Use part with fifty Likert-scale items mostly adapted from Oxford’s (1990) Strategy Inventory for Language Learning items. The three school-wide English achievement exams were collaboratively prepared by the English teachers at Hsiang-Shang Junior High School and included reading, writing, and listening components.
To collect data for the study, all the participants were asked to complete a copy of the Junior High School Students’ English Learning Strategy Use Questionnaire under the supervision of the researcher or their homeroom teachers during class time. Before having them fill out the questionnaire, the supervisor briefly explained to them the purpose of the study orally and showed them how to respond to the items and mark their responses on the questionnaire. The participants had approximately 25-30 minutes to complete the questionnaires, including receiving the oral instruction and responding to all the questionnaire items.
Among the returned questionnaires, 644 were complete and valid, and the computer software package SPSS 10.0 for Windows was used to compute and analyze the data of this study to provide results of both descriptive and inferential statistics. The significance decision level was set at  < .01 for testing all the statistical significance.
The major findings of the study are summarized as follows. First, junior high school students do not use English learning strategies frequently. Among the six categories of English learning strategies, they seem to use compensation strategies most frequently and affective strategies least frequently. Second, female students tend to have better English learning achievements than male students. Third, higher achievers are likely to employ English learning strategies more frequently than lower achievers. Fourth, female students seem to employ English learning strategies more frequently than male students. Finally, although learning strategy use was found a statistically significant variable to predict students’ English learning achievement, less than 20% of the students’ English learning achievements could be explained by their strategy use. Therefore, it is concluded that there are other variables which may have stronger relationships with students’ English learning achievements other than English learning strategy use.

TABLE OF CONTENTS

ADKNOWLEDGEMENTS............i
ENGLISH ABSTRACT..........iii
CHINESE ABSTRACT............v
LIST OF TABLES............vii
LIST OF FIGURES............ix

CHAPTER 1 INTRODUCTION........................1
Background and Rationale of the Study..........1
Statement of the Problems......................3
Purpose of the Study...........................4
Research Questions.............................5
Definition of Terms............................5
Significance of the Study......................8

CHAPTER 2 REVIEW OF THE LITERATURE.........................................10
An Overview of Language Learning Strategies.................................10
Definition of Language Learning Strategies..................................11
Functional Roles of Language Learning Strategies............................13
Classification of Language Learning Strategies..............................14
Rubin's Classification of Language Learning Strategies......................15
Naiman et al.'s Classification of Language Learning Strategies..............16
O’Malley et al.'s Classification of Language Learning Strategies...........18
Stern's Classification of Language Learning Strategies......................19
Oxford's Classification of Language Learning Strategies.....................20
Learners' Language Learning Strategy Use....................................21
Strategies Used by Good Learners............................................23
Factors Affecting Learners' Language Learning Strategy Use..................24
Motivation and Strategy Use.................................................25
Gender and Strategy Use.....................................................26
Language Proficiency and Strategy Use.......................................27
Personality and Strategy Use................................................28
Learners' Belief and Strategy Use...........................................29
Language Learning Strategy Training.........................................30
Language Learning Strategy Use and Language Learning Achievements...........34

CHAPTER 3 METHOD......................................................................36
Participants...........................................................................36
Measurements and Variables.............................................................38
Instruments............................................................................40
Junior High School Students' English Learning Strategy Use Questionnaire...............41
Part One of the Questionnaire..........................................................41
Part Two of the Questionnaire..........................................................42
Modification of the Questionnaire......................................................43
The Three School-Wide English Achievement Exams........................................44
Data Collection Procedures.............................................................46
Data Analysis Procedures...............................................................48
Pilot Study............................................................................49
Summary of Personal Background Information.............................................49
Reliability and Revisions of the Questionnaire Items...................................50
Descriptive Statistics of the English Learning Strategy Use Items......................52
Students' English Learning Strategy Use................................................53
Students' Performances on the English Achievement Exams................................53
English Achievement Level and English Learning Strategy Use............................54
Gender and English Learning Strategy Use...............................................56
Relationships between English Learning Strategy Use and Learning Achievements..........57

CHAPTER 4 RESULTS AND DISCUSSIONS.....................................................58
Summary of Personal Background Information.............................................58
Junior High School Students' English Learning Strategy Use.............................60
Junior High School Students' Overall English Learning Strategy Use.....................60
Strategy Use and Strategy Categories...................................................69
Memory Strategy Use....................................................................69
Cognitive Strategy Use.................................................................71
Compensation Strategy Use..............................................................74
Metacognitive Strategy Use.............................................................76
Affective Strategy Use.................................................................79
Social Strategy Use....................................................................81
Results of the English Learning Achievement Exams......................................83
Reliability of the English Learning Achievement Exams..................................83
Students' Performance in the English Learning Achievement Exams........................84
High Achievers' Performance............................................................86
Mid Achievers' Performance.............................................................87
Low Achievers' Performance.............................................................88
Male and Female Students' Performance in the English Achievement Exams.................89
English Achievement Level and English Learning Strategy Use............................91
Results of Descriptive Statistics......................................................91
Results of One-Way ANOVA...............................................................95
Differences of Achievement Level and English Learning Strategy Use.....................98
Slight Differences between High and Mid Achievers.....................................101
Gender and English Learning Strategy Use..............................................101
Results of Descriptive Statistics.....................................................102
Results of One-Way ANOVA..............................................................104
Frequency of Male and Female Students' English Learning Strategy Use..................105
Differences of Male and Female Students' English Learning Strategy Use................105
Relationships between English Learning Strategy Use and English Achievements..........106
Results of Simple Regressions.........................................................107

CHAPTER 5 CONCLUSIONS................................................................109
Summary of Major Findings.............................................................109
Junior High School Students' English Learning Strategy Use............................110
English Achievement Level and English Learning Strategy Use...........................111
Gender and English Learning Strategy Use..............................................112
Relationships between English Learning Strategy Use and English Achievements..........112
Pedagogical Implications..............................................................113
Limitations of the Study..............................................................114
Suggestions for Further Research......................................................115

BIBLIOGRAPHY..........................................................................117

APPENDICES............................................................................128
Appendix A Junior High School Students' English Learning Strategy Use Questionnaire－Used for the Pilot Study..............................................128
Appendix B Junior High School Students' English Learning Strategy Use Questionnaire........................................................................133
Appendix C Item Categories and Percentages of the Three English Achievement Exams for the Pilot Study......................................................138
Appendix D Sample Items of the Three English Achievement Exams for the Pilot Study.........................................................................139
Appendix E Summary of Personal Background Information for the Pilot Study..................................................................................144
Appendix F Frequencies of Response (in %), Means (M), and Standard Deviations (SD) of the English Learning Strategy Use Items for the Pilot Study..........145
Appendix G English Translation of the Junior High School Students' English Learning Strategy Use Questionnaire............................................148
Appendix H Consent Form for Homeroom Teachers..............................................................................................................152
Appendix I Sample Items on Each of the Three English Achievement Exams.....................................................................................153
Appendix J Summary of Personal Background Information for the Real Study...................................................................................159
Appendix K Frequencies of Response (in %), Means (M), and Standard Deviations (SD) of the English Learning Strategy Use Items for the Real Study...........160

BIBLIOGRAPHY

Bermudez, A. B., & Prater, D. L. (1990). Using brainstorming and clustering with LEP writers to develop elaboration skills. TESOL Quarterly, 24, 523-528.
Berne, J. E. (2004). Listening comprehension strategies: A review of the Literature. Foreign Language Annuals, 37(4), 521-533.
Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28(1), 69-83.
Bialystok, E. (1979). The role of conscious strategies in second language proficiency. Canadian Modern Language Review, 35, 372-294.
Bremner, S. (1999). Language learning strategies and proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514.
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23, 647-648.
Carson, J. G., & Longhini, A. (2002). Focusing on learning styles and strategies: A diary study in an immersion setting. Language learning, 52(2), 401-438.
Chamot, A. U. (1987). The learning strategies of ESL students. In Wendenin, A. & Rubin, J. (Eds.), Learner strategies in language learning (pp. 71-83). Englewood Cliffs, NJ: Prentice-Hall.
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annual, 22(1), 13-24.
Chang, F. G., & Lai, B. Y. (1978). Thirty years of English teaching and counseling. Taipei, Taiwan: The Crane Publishing Co.

Chang, H. F. (2003). Listening strategy use of high- and low-level technology college students. In Chen, Y. J., & Leung, Y. N. (Eds.), Proceedings of the Twelfth International Symposium on English Teaching (pp. 164-172). Taipei, Taiwan: The Crane Publishing Co.
Chang, S. (1992). A study of language learning strategies that overseas Chinese students in the United States employed and the relation of their strategy used to oral proficiency and other factors. In Lee, C. F. (Ed.), Proceedings of the Eighth Conference on English Teaching and Learning in the Republic of China (pp. 433-470). Taipei, Taiwan: The Crane Publishing Co.
Chang, S. F., & Huang, S. C. (1999). Taiwanese English learners’ learning motivation and language learning strategies. In Lee, C. F. (Ed.), Proceedings of the Sixteenth Conference on English Teaching and Learning in the Republic of China (pp. 111-128). Taipei. Taiwan: The Crane Publishing Co.
Chang, S. Y. (2004). The effects of the English learning strategies teaching on learning performance and self-efficacy among junior high school students. Unpublished master’s thesis, Tzuchi University, Hualien, Taiwan.
Chang, Y. J. (1996). A Study of English learning motivation and strategies in relation to the English learning achievement of junior high school students in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Chen, B. C. (1999). Discrepancy of reading strategies for academic purposes between high achievers and low achievers at a junior college in Taiwan. In Katchen, J., & Leung, Y. N. (Eds.), Proceedings of the Eighth International Symposium on English Teaching (pp. 223-233). Taipei, Taiwan: The Crane Publishing Co.


Chen, I. C. (2002). Language learning strategies used by high and low proficiency students in a technology college. Unpublished master’s thesis, National Chunghua University of Education, Chunghua, Taiwan.
Cheng, C. H. (2003). Effects of listening strategy instruction on junior high school students. In Lee, C. F. (Ed.), Proceedings of the Sixteenth Conference on English Teaching and Learning in the Republic of China (pp. 289-297). Taipei, Taiwan: The Crane Publishing Co.
Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.
Coombe, C., & Hubley, N. (n.d.). Glossary of important testing terms. Retrieved June 18, 2006, from http://taesig.8m.com/createxiii.html
Dadour, E. S., & Robbins, J. (1996). University-level studies using strategy instruction to improve speaking ability in Egypt and Japan. In Oxford, R. L. (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 157-166). Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii Press.
Dornyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29, 55-85.
Dreyer, C., & Oxford, R. L. (1996). Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa. In Oxford, R. L. (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp.227-246). Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii Press.
Ehrman, M., & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal, 73, 1-13.
Ellis, R. (1994). The study of second language acquisition. Oxford, England: University of Oxford Press.
Fan, W. (1999). An investigation to the beliefs and strategies of Hong Kong students in the learning of English. Educational Journal, 27(2), 65-81.
Gan, Z., Humphreys, G., & Hamp-Lyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese universities. Modern Language Journal, 88(2), 229-244.
Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 287-307.
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679.
Hismanoglu, M. (2000). Language learning strategies in foreign language learning and teaching. Internet TESL Journal, 6(8). Retrieved November, 17, 2005, from http://iteslj.org/Articles/Hismanoglu-Strategies.html
Ho, I. P. (1999). Relationship between motivation, attitude, effort, and English proficiency and Taiwan technological university students’ English learning strategy use. Journal of National Taipei University of Technology, 32(1), 611-667.
Huang, S. H. (1997). Taiwanese senior high school students’ EFL learning: Focus on learning strategies and learning beliefs. Unpublished doctoral dissertation, Indiana University, Indiana.
Huang, T. L. (2003). The effect of listening strategy instruction for junior high school students in Taiwan. Unpublished master’s thesis, National Normal University, Taipei, Taiwan.
Hsueh, T. R. (2005). English learning styles and strategies between genders in junior high school and their relationship to their English achievement. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Jian, X. L. (2004). The relationships among English learning strategies, learning motivation and learning achievement—The elementary schools in suburb area of Changhua County. Unpublished master’s thesis, Dayeh University, Changhua, Taiwan.
Kamhi-Stein, L. D. (2003). Reading in two languages: How attitudes toward home language and beliefs about reading affect the behaviors of “under-prepared” L2 college readers. TESOL Quarterly, 37(1), 35-71
Kinoshita, C. Y. (2003). Integrating language learning strategy instruction into EFL/EFL lessons. Internet TESL Journal, 11(4). Retrieved November 11, 2005 from http://iteslj.org/Techniques/Kinoshita-Strategy.html
Ko, Y. W. (2002). Perceptual style preferences and their relationship to English achievement and learning strategies of junior high EFL learners in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Ku, Y. Y., Lai, S. F., & Chen, Y. L. (2003). Listening strategies of English majors and non-majors at Ming Chuan university. In Chen, Y. L., Wang, S. P., & Tasi, L. C. (Eds.), Proceedings of 2003 International Conference and Workshop on TEFL & Applied Linguistics (pp. 181-197). Taipei, Taiwan: The Crane Publishing Co.
Kuo, H. W. (2000). The effects of English strategy training on English underachievers in senior high school. Unpublished master’s thesis, National Chungcheng University, Chiayi, Taiwan.
Lan, R., & Oxford, R. L. (2003). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics in Language Teaching, 41(4), 339-380.


Lessard-Clouston, M. (1997). Language learning strategies: An overview for L2 teachers. Internet TESL Journal, 3(12). Retrieved November 16, 2005 from http://iteslj.org/Articles/Lessard-Clouston-Strategy.html
Li, C. L. (2004). The study of elementary school children’s English learning motivation, learning strategy and learning achievement: An analytical case of Pingtung County. Unpublished doctorial dissertation, National Ping-Tung University of Education, Pingtung, Taiwan.
Liao, Y. F. (2000). A study of Taiwanese junior high school students’ EFL learning motivation and learning strategies. Unpublished master’s thesis, National Chunghua University of Education, Chunghua, Taiwan.
Lin, S. H. (2000). A study of English listening comprehension strategies used by senior high school students in Taiwan. Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Liu, M. L. (2004). A study of beliefs about language learning and learning strategies of senior high school students. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Lu, M. C. (2002). A Study of the effects of vocabulary learning strategy instruction on junior high school students in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
MacIntyre, P. D., & Noels, K. A. (1996). Using social-psychological variables to predict the use of langue learning strategies. Foreign Language Annuals, 29, 373-386.
Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education. (New edition 1996. Clevedon, England: Multilingual Matters.)

Neuman, W. L. (2003). Social research methods: Qualitative and quantitative approaches. (5th ed.). Boston: Allyn & Bacon.
Nyikos, M., & Oxford, R. (1993). A factor analytic study of language-learning strategy use: Interpretations from information-processing theory and social psychology. Modern Language Journal, 77(1), 11-21.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-434.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper & Row.
Oxford, R. L. (1992). Language learning strategies in a nutshell: Update and ESL suggestions. TESOL Journal, Winter(92/93), 18-22.
Oxford, R. L. (1994). Language learning strategies: An update. ERIC L & L Digest. Retrieved November 16, 2005 from http://www.cal.org/resources/digest/oxford01.html
Oxford, R. L., & Burry-Stock, A. J. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning. System, 23(2), 153-175.
Oxford, R. L., & Crookall, D. (1989). Research on language learning strategies: Methods, finding, and instructional issues. Modern Language Journal, 73(4), 404-419.
Oxford, R. L., & Leaver, B. L. (1996). A synthesis of strategy instruction for language learners. In Oxford, R. L. (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp.227-246). Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii Press.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73(3), 291- 300.
Park, G. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annuals, 30(2), 211-221.
Peacock, M., & Ho, B. (2003). Student language learning strategies across eight disciplines. International Journal of Applied Linguistics, 13(2), 179-201
Peng, I. N. (2002). EFL motivation and strategy use among Taiwanese senior high school learners. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Purdie, N., & Oliver, R. (1999). Language learning strategies used by bilingual school-aged children. System, 27, 375-388.
Rasekh, Z. E., & Ranjbary, R. (2003). Metacognitive strategy training for vocabulary learning. TESL-EJ, 7(2), 1-15.
Reiss, M. (1983). Helping the unsuccessful language learner. Forum, 21(2), 1-8.
Richards, J. C., Platt, J., & Platt, H. (1998). Longman dictionary of language teaching and applied linguistics. Hong Kong: Addison Wesley Longman China Limited.
Rigney, J. W. (1978). Learning Strategies: A theoretical perspective. In O’neil, H. F., Jr. (Ed.), Learning strategies. New York: Academic Press.
Rost, M., & Ross, S. (1991). Learner use of strategies in interaction: Typology and teachability. Language Learning, 41(2), 235-273.
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9, 41-51.
Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In Wenden, A. & Rubin, J. (Eds.), Learners strategies in language learning. Englewood Cliffs, NJ: Prentice-Hall.
Seliger, H. W., & Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press.
Sheorey, R. (1999). An examination of language learning strategy use in the setting of an indigenized variety of English. System, 27, 173-190.
Shi, H. M. (2004). Taiwanese junior high school students' EFL learning beliefs and learning strategies. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Stern, H. H. (1992). Issues and options in language teaching. Oxford, England: OUP.
Sy, B. M. (1996). Gender differences, perceptions on foreign language learning and language learning strategies. In Lee, C. F. (Ed.), Proceedings of the Twelfth Conference on English Teaching and Learning in the Republic of China (pp. 215-229). Taipei, Taiwan: The Crane Publishing Co.
Sy, B. M. (2003). The language learning styles and strategies of Chinese EFL students. In Lee, C. F. (Ed.), Proceedings of the Twelfth Conference on English Teaching and Learning in the Republic of China (pp. 521-542). Taipei, Taiwan: The Crane Publishing Co.
Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annuals, 30, 387-409.
Tsao, T. L. (2002). Perceptual learning style preference and learning strategy use among Taiwanese senior high school EFL learners. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.


Tseng, C. T. (2001). Language learners’ preferences in language learning strategies: Focus on personality differences. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Tuan, H. T., & Hsu, C. F. (1996). Language proficiency as a variable influencing language learning strategy choice. In Katchen, J., & Leung, Y. N. (Eds.), Proceedings of the Fifth International Symposium on English Teaching (pp. 91-107). Taipei, Taiwan: The Crane Publishing Co.
Vann, R. J., & Abraham, R. G. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24, 177-198.
Vendergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Wang, W. Y. (2002). Effects of gender and proficiency on listening comprehension strategy use by Taiwanese EFL senior high school students—A case from Changhua, Taiwan. Unpublished master thesis, National Changhua University of Education, Chunghua, Taiwan.
Wenden, A. L. (1987). How to be a successful language learner: Insights and perceptions from L2 learners. In Wenden, A. L. & Rubin, J. (Eds.), Learner strategies in language learning (pp. 103-118). Englewood Cliffs, NJ: Prentice-Hall.
Wenden, A. L., & Rubin, J. (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice-Hall.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50, 203-243.
Wong, S. Y. (2005). English language learning strategies used by the sophomore students of a technology university. Unpublished master’s thesis, Southern Taiwan University of Technology, Tainan, Taiwan.

Wu, C. C. (2003). A study of EFL learning strategies used by vocational high school students in Taiwan. Unpublished master’s thesis, National Yunlin University of Science & Technology, Yunlin, Taiwan.
Wu, C. J. (2004). A Study of the effects of cognitive-affective-volitional integrated language learning strategies on English performance. Journal of National Taipei College, 17(1), 227-250.
Yang, N. D. (1994). A study of factors affecting college EFL students’ use of learning strategies. In Lee, C. F. (Ed.), Proceedings of the Eleventh Conference on English Teaching and Learning in the Republic of China (pp. 193-219). Taipei, Taiwan: The Crane Publishing Co.
Yang, N. D. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27, 515-535.
Yutaka, T. (1997). The review of studies in related to language learning strategies. (ERIC ED 404 857)