Abstract
This study was conducted to examine the effects of learners' perceptions of utility and costs, and of their learning strategy preferences on the use of learning strategies. Questionnaires that assessed perceptions and learning strategy preferences, and the use of the learning strategies were administered to 426 Japanese primary and junior high school students. Results revealed that learners who perceived high utility and preferred a learning strategy, tended to use the learning strategy frequently, whereas those perceiving high costs tended not to use them. Metacognitive strategies were used less and the learners appeared to regard them as less effective and having higher costs than the other strategies. Moreover, learners who used metacognitive strategies well were less influenced by their perception of costs than other learner.
