In-Service Adult Learners’ English Learning Strategies in Taiwan
Globalization has become an irresistible trend. One of its major impacts is the need for English proficiency. The non-English speaking countries increased their pace to promote the English proficiency for their people. The Ministry of Education in Taiwan outlined a policy which mandated that at least fifty percent of college graduates had to meet the GEPT intermediate level by 2004. Those in-service adults who attend universities after work had to meet the standard as well. However, a College Student English Proficiency Test (CESPT）test result showed that only 96 adult students out of 1439 taking the CESPT in November 2007 at a university met the English proficiency requirement. After interviewing some students, the researcher found ineffective learning strategies could be the cause.
Due to this, a total of 184 adult students completed this survey. The instruments employed were the Strategy Inventory for Language Learning and the Personal background Information Questionnaire. The purpose of this inventory was to help researcher understand the learning strategies used by language learners. The Personal Background Information Questionnaire was utilized to gather subjects’ background information.
The findings were as follows. First, the compensation strategies were used the most by the subjects and the meta-cognitive strategies the least. Second, there is no statistically significant difference among subjects with different gender, major and academic levels in the use of the language learning strategies. The third, subjects with high motivation to learn English tended to use more meta-cognitive strategies and social strategies. The forth, subjects who perceived themselves with high English proficiency tended to use cognitive strategies. Suggestions for future research and instructional practice were provided.
Keywords: Language Learning Strategies, EFL, Lifelong Learning, Adult Learning
Assistant Professor, College of Liberal Education, Shu-Te University