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Student profiling and learning strategies have gained the interest of many researchers. In language learning in particular, understanding students’ learning strategies as well as their multiple intelligence profiles is significant because it allows the teachers to develop and design lessons and materials that are customised to their diverse learning needs. Hence, this study investigates the Multiple Intelligences (MI) and Language Learning Strategy (LLS) profiles of students from various science and technology faculties of Universiti Teknologi MARA (UiTM) Terengganu, with a focus on gender differences. The study’s objectives were to determine the dominant students’ MI profiles, their preferred LLS, and gender variations in these variables. Two instruments were adopted in this study, namely McKenzie’s Multiple Intelligences Inventory and the Strategy Inventory for Language Learning (SILL). The findings indicated that the students mostly acquire introspective intelligence, and the majority of male respondents use metacognitive learning strategies. However, the findings revealed a significant positive relationship between MI and LLS. Based on these findings, the study emphasises the importance of incorporating MI and LLS in language teaching and learning and provides recommendations for language teachers to create lesson plans and teaching materials that suit the students’ needs.

The present study explores English as a foreign language (EFL) learning strategies used in Hungarian, Chinese, and Mongolian university students with different cultural and linguistic backgrounds. A total of 519 university students participated in the survey from the three different countries. The Strategy Inventory for Language Learning (SILL), developed by Rebecca Oxford (2003), was administered to explore cross-cultural differences in strategy use in the study. To explain cultural divergences, we employed Hofstede's 6-D model of cultural values. The study identified a number of cross-cultural similarities and differences in strategy use among these three groups. All the subsamples similarly preferred the use of metacognitive learning strategies; however, there were some significant differences among the countries. A significant difference was observed in cognitive language learning strategy usage for the Hungarian subsample compared to the Mongolian subsample. With regard to the affective field, we noticed that the Mongolian and Chinese students employed affective strategies significantly more frequently. The Hungarian students rated the use of affective strategies the lowest by comparison. These differences may be partly linked to the cultural traditions of the participating countries. Our findings also suggest that although students' cultural background is a significant factor, linguistic and educational background and teaching traditions are also crucial.

Often times, many English as Second Language (ESL) facilitators speculate why some learners learn faster than other learners. Provided the students were exposed with the same amount of years in the formal education system in Malaysia, the language instructors curious about the variety of performance in the English language among the learners. This study revealed the language learning strategies used by ten successful ESL learners of a private university in Kajang, Selangor, using Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The findings indicated that successful language learners are high frequency users of language learning strategies. The total mean of each category showed that metacognitive strategies (Mean=3.964) are among the most frequently used strategies, followed respectively by compensatory (Mean=3.814), cognitive (Mean=3.812), social (Mean=3.700), memory (Mean=3.100) and affective strategies (Mean=2.890) found as the least used strategies among successful language learners. Interestingly, the study also identified that successful language learners used more direct strategies compared to indirect strategies. The findings have significant implications for research on language learning strategies for successful language learners and teacher planning in order to promote and boost the use of strategies among the poor language learners. Keywords: language learning strategies, successful learners, English as a Second Language

This study aims to understand the use of language learning strategies in the context of online and offline language classes to identify preferences and shifts in the application of learning strategy types for the same group of participants experiencing both styles of learning environments. It also aims to establish foundations on which language learning strategy preferences may correspond to specific types of learners-such as those with higher learning aptitude-in the context of online education. Using the Strategy Inventory for Language Learning (SILL; Oxford, 1990), 109 Korean university students have been examined over two semesters-the first of which was comprised of face-to-face classes and the second of which was purely operated online in a distance learning context-and six different language learning strategy types have been measured. The results showed significant shifts in strategy use between the two learning environments as well as an increased usage of metacognitive strategy items, along with a decreased usage of affective strategy items, therefore leading to the conclusion that distance learning and its focus on self and peer analysis impacts learners in such a way that they become more conscious of the language learning process.

Language learning strategies (LLS) are very important in improving language skills especially writing. Having good writing skills is an attribute of a successful language learner. Certain learners will employ different learning strategies to acquire the skills. As writing is a crucial part in language learning, exploring the language learning strategies by ESL learners are worth reviewing especially in the context of young adult learners. Therefore, this study aimed to identify and explore the LLS commonly used to improve English writing by form 4 ESL learners in a secondary school in Penang. 30 students were purposely selected as the respondents in the study. A questionnaire adapted from Strategy Inventory for Language Learning (SILL) by Oxford (1990) was distributed to the students to identify their use of strategies in improving writing skills. The questionnaire was divided into two parts, with the first part aimed to gain demographic information about the learners and the second part, that consist of 30 items, attempted to obtain data about the strategies used. The respondents were required to respond to the items with a Likert scale of 1 to 4 points. The data collected was analysed with SPSS 26 software application and discussion of the findings was done. The findings revealed that metacognitive strategies are the most frequently applied strategies while affective strategies are the least applied in improving English writing skills by the Form 4 ESL learners. For further research, it is recommended to conduct a study to determine the factors affecting the LLS used by the ESL learners.

English is considered a second language (ESL) in Malaysia and is one of the prerequisite subjects at private universities. Students are able to identify the strategies yet still some struggle in learning the language. In order to master a language, students must be able to develop their own language learning techniques. The goal of this research is to find out more about the language learning strategies (LLS) used by students of a private university in Selangor. It involved 200 freshmen from five different faculties at a university. This quantitative survey used a questionnaire adapted from Strategy Inventory of Language Learning (SILL) by Oxford (1990) as the instrument. Descriptive statistics were administered to investigate the usage of LLS among the respondents. The findings showed that respondents tend to use their preferred LLS in improving their language skills. It is hoped that language educators would use the findings to focus their attention on facilitating English language learning programs that are appropriate for students’ LLS, thus assisting them in developing their English language skills.

This study compared strategy use and beliefs about language learning, and the relationship between beliefs and use reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. This study also examined the influence of background variables (e.g., gender, self-rated English proficiency, and academic major) on learners' beliefs and strategy use. Data was collected using three questionnaires, the Strategy Inventory for Language Learning (SILL), the Beliefs about Language Learning Inventory (BALLI), and the Individual Background Questionnaire (IBQ). Data were analyzed using descriptive analyses, principal-component analyses, factor analyses, Pearson r correlation analyses, multivariate analysis of variance (MANOVA), and the Scheffé post-hoc test. Monolinguals reported using compensation strategies most, followed by cognitive, metacognitive, memory, social/practical practice, and affective strategies. Bilinguals preferred to use cognitive strategies most, followed by metacognitive and affective, compensation, memory, social, and independent practice strategies. Students from both groups reported low use of social and memory strategies. Despite a less favorable formal English education environment in the Korean-Chinese community and fewer English learning experiences, bilingual Korean-Chinese reported higher use of learning strategies, which indicates bilinguals' superior language learning abilities. Students from both groups had strong instrumental motivation for learning English. Bilinguals held stronger beliefs about the importance of formal learning and felt less fear of speaking English with native English speakers. Significant correlations between strategy and belief variables indicated differences in the impact of beliefs on strategy use for both groups. The result of the MANOVA revealed that bilingual humanities or engineering majors used more strategies and held stronger beliefs about formal learning. Proficiency level was positively correlated with strategy use for both groups. No gender effect on strategy use and beliefs was found. The assumption that differences in the learning experiences of the participants from two distinct geographical and socio-educational learning settings would influence the findings of this study was upheld.

Learning strategies are considered capable of greatly helping learners improve their proficiency in English and assist them to be more independent. The purpose of the study is to investigate language learning strategies used by secondary school students in Indonesia related to their field of specialization and gender. One hundred and eighty-six eleventh grade students from one of senior high schools in Pekanbaru, Indonesia participated in the survey. This was conducted using the Strategy Inventory for Language Learning (SILL) adopted from (Oxford, 1990) and the Strategy Questionnaire (SQ) adopted from Embi (2000). The collected data were analyzed using descriptive statistics and an independent sample t-test. The findings show that the most frequently used strategy is metacognitive and affective, followed by cognitive and compensation strategies. The least frequently used strategies are social and memory strategies. Besides, it was also found that there were significant differences in the use of strategies between natural and social science students, and there were no significant differences between the two groups of students based on their gender. The study implies that students are aware of language learning strategies, however students still need to be trained to be a successful language learner.

The paper reports the findings of a study whose aim was to seek a relationship between learning strategies employed by students and their speaking skills. 80 English Department students (61 female, 19 male; intermediate to advanced level) took part in the study. In order to determine the strategies used by the participants, the Strategy Inventory for Language Learning (Oxford 1990) was used. The data concerning language learning strategies were correlated with the overall results of the end-of-the-year oral examination and its components, namely, grammatical accuracy, vocabulary use, and fluency. The results show that there might indeed be a relationship between some language learning strategies and speaking performance, but there is much individual variation in this respect.KeywordsGrammatical AccuracyStrategy Inventory For Language Learning (SILL)Language SubsystemsProficient SpeakersMemory StrategiesThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

English Learning Strategy and Proficiency Level of the First Year Students

This study investigates the role of language learning strategies (LLS) in shaping Indonesian EFL learners’ speaking performance by integrating quantitative and qualitative evidence in a mixed-methods design. Specifically, it aims to (1) describe learners’ use of LLS, (2) examine the correlation between LLS and speaking performance, (3) identify the predictive contribution of LLS to speaking outcomes, and (4) explore learners’ strategic experiences in speaking development through responses to open-ended questionnaire items. Eighty undergraduate EFL students participated in the study. Quantitative data were collected using the Strategy Inventory for Language Learning (SILL) and a speaking performance test, while qualitative data were obtained from learners’ open-ended responses about how they used strategies in practice. The quantitative results revealed a very strong positive correlation between LLS and speaking performance (r = .912, p < .001), indicating that students who employed strategies more frequently tended to achieve higher speaking scores. Multiple regression analysis showed that no single LLS category uniquely predicted speaking performance due to severe multicollinearity among strategy types, suggesting that LLS operate as an integrated, interdependent system rather than isolated components. Descriptive results indicated that cognitive strategies were the most dominant, while qualitative evidence showed that learners actively combined cognitive, metacognitive, social, and affective strategies including repeated practice, imitation, planning, self-monitoring, and peer interaction. Learners demonstrated strong self-regulation in overcoming challenges and benefited from teacher feedback, peer support, and technological tools. Overall, the findings highlight that strategic behavior is crucial for enhancing speaking fluency, accuracy, and confidence, implying that EFL instruction should explicitly foster strategic awareness and provide supportive learning environments to optimize speaking development.

Cultural Intelligence (CQ) is believed as an additional type to the existing forms of intelligence (IQ, EQ). It also explains why some individuals are more effective than others in culturally diverse situations. Studies have documented how successful language learners seem to use wider variety of language learning strategies than unsuccessful learners. Having these two important aspects in relation to the successfulness of acquiring foreign language thus this study is intended to explore the relationship of Cultural Intelligence, Language Learning Strategy and English Language proficiency. The study involved 87 second-year students of English Department, Mulawarman University. Data were gathered using The Cultural Intelligence Scale (CQS), The Strategy Inventory for Language Learning (SILL) and TOEFL. Descriptive and inferential statistics using SPSS 20 were used in the process of data analysis. The result reveals that CQ level of the students is medium (M=51.984) with metacognitive and motivational as dominant factors for both male and female students. The data shows that there is a significant relationship between CQ and LLS (F= 13.082, p= 0.001). This result confirms the previous studies that culture influences the frequency and type of LLS use. As for strategy categories, metacognitive is the most frequently used strategy (M=3.704) and affective is the least frequently used (M=3.080). The students’ proficiency level is ranging from elementary (25.29%) to advanced (8.05%). The dominant level is low intermediate. The data recorded that there is no correlation among cultural intelligence, language learning strategies and English language proficiency (F=1.208, p= 0.304).

The shift from face-to-face to distance learning has challenged English Language teaching and learning. The present study aims to determine the ESL students’ affective filter level and the varied language learning strategies they employed to aid their learning in English online classes. The descriptive-quantitative research design was employed in this study since it used the mean percentage and the mode of the data gathered. The researchers employed a total remuneration sampling technique to select 48 respondents of the study and utilized two research instruments: Modified Attitude Motivation Test Battery (AMTB) and Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0. As a result, it was found that ESL students have a low affective filter in English online classes. However, students were able to come up with their language learning strategies as ways of enhancing their language competence. Therefore, teachers may provide suitable learning activities in online classes, and students need to enhance their usage of language learning strategies to facilitate their learning. Parents may also support and encourage their children's goals to learn the English language.

This study investigated the relationship between language learning aptitude (LLA) and the use of language learning strategies (LLSs) among a cohort of Iranian EFL students at Urmia University, Iran. The adapted versions of the Modern Language Aptitude Test (MLAT; Carrol & Sapon, 1983) and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) were distributed among the participants (i.e., 6 males and 32 females). A strong positive relationship was found between aptitude and the use of all the categories of LLSs. Pearson product-moment correlation also indicated a strong positive relationship among components/categories within MLAT and SILL. Furthermore, the application of t test showed no significant differences between the males and females on their overall LLA test scores, but a one-way ANOVA indicated significant differences between the two genders regarding the cognitive and metacognitive strategies in favor of the males. One-way ANOVA also revealed significant differences between high versus low-aptitude students on LLSs use in favor of the former group.

This paper seeks to investigate the gender differences in language learning style and language learning strategies. The study used the perceptual learning-style preference questionnaire (PLSPQ) to investigate the learning style preferences and the Strategy Inventory for Language Learning (SILL) version 7.0 designed by Oxford (1990) to find the learning strategy preferences in Kazan Philistines. Given the lack of documents of personal origin, the main sources were family-wide lists of Kazan bourgeoisie, statements, metric books, forensic materials, complaints and petitions deposited in the funds of the State Archive of the Republic of Tatarstan. Based on these sources, issues such as the age limits of childhood, attitudes towards children in philistine families, practices and emotions regarding children in various life situations were investigated. As a result, it was concluded that the attitude towards childhood and children in the middle class is characteristic of a traditional pre-industrial society, childhood has not yet formed into a separately recognized and designated life stage. This was manifested in the practice of getting rid of illegitimate children, the desire to include the child as early as possible in resolving issues of maintaining himself and his family, including removal from the family by way of returning to school or working with strangers. However, the predominance of a rational attitude towards childhood did not exclude a positive emotional color in relation to children.