EFL Learners' Autonomy and Learning Strategies : A Study of University Students in Japan

Abstract

The purpose of the present study is to clarify the relationship between EFL learners' autonomy and the use of learning strategies by Japanese university students. In order to examine the use of learning strategies by EFL learners with different levels of autonomy, a learning strategy questionnaire based on the Strategy Inventory for Language Learning (SILL; Oxford, 1990) was used. The results show that there was a correlation between learner autonomy and learning strategies. The results show also that more autonomous and less autonomous learners used the same kind of learning strategies. For example, the compensatory strategy was the most frequently used strategy, while the affective strategy was the least frequently used strategy by EFL Japanese learners. However, the results suggest also that there were quantitative differences in the use of learning strategies depending on learner autonomy. Implications for the teaching of the use of learning strategy depending on learner autonomy will also be presented.