2019 年 3 巻 p. 25-
Despite extensive research on language strategy use, its use by EFL learners for developing speaking skills remains underexplored. In particular, the question of how this strategy use relates to the learners’ perceived usefulness of the strategy needs to be addressed. This study aimed to (1) examine the relationship between Japanese learners’ speaking strategy use and perceived usefulness, (2) identify speaking strategies that show consistencies and discrepancies in relation to the two variables, and (3) explore the factors contributing to their failure to use strategies they consider useful. One hundred eighty Japanese university students completed a questionnaire designed to assess the frequency of their speaking strategy use and their perceived usefulness of these strategies. Ten students also indicated their reasons for not using the strategies they considered useful in a follow-up interview. Results showed that the frequency of strategy use moderately correlated to the perceived usefulness of the strategies. There were a larger number of speaking strategies that students perceived useful than those reported as being used frequently. Although students had a high perception of usefulness of cognitive and metacognitive strategies, they failed to use them owing to a range of factors; thus, the implications for effective instruction were discussed.
