Abstract
This article reports on an empirical study, in which 273 college EFL students were examined for their strategy use in computer assisted language learning (CALL). Our subjects had studied for three and a half months on a multimedia-type CALL software developed by the authors. A cloze test was used for the measurement of their proficiency gain during this period. As to the assessment of their strategy use, a 50-item self-report inventory called SILL (Oxford, 1989) was employed. The results show that strategies for i) making the most of their learning opportunities and environment, ii) confirming their learning progresses, and iii) inducing KR information from the CALL software are the keys in successful CALL learning. Possible applications of these results as well as some disclaimers are also mentioned in the last section.
