抄録
This is a report of a study that described the individual differences in learners' goal setting and strategy use during their task engagement in class. It is suggested in the literature of learning strategy research that flexible use of strategies is the key to the success in learning. This indicates that research needs to look into, not only strategies, but also the process of strategy choice. This shift of attention gives rise to a need to modify the research strategy because what is dealt with is situation-specific. As an attempt to devise an alternative approach, this study chose, based on a model of self-regulated learning, goal setting and types of strategies used as the targets of inquiry. In addition, use of a checklist-type questionnaire for data elicitation and Correspondence Analysis for data analysis made it possible to deal with situation-specific behaviors which have to be represented as categorical data. Correspondence Analysis was also employed in order to profile the learners based on the patterns of their responses. Consequently, eight groups of distinct patterns emerged. It was shown that, although the learners went about the same task, their leaning behaviors were not identical in that they approached the task with various goals and strategies.
