Learner factors affecting the use of learning strategies in cross-cultural contexts

This paper seeks to investigate the relationship between learner factors and the reported choice of language learning strategies (LLSs) in both an EFL context (Japan) and an ESL context (Australia). The study used a revised version of the Strategy Inventory for Language Learning (SILL) designed by Oxford (1990) to ascertain the choice of LLSs and a specifically designed questionnaire to identify learner factors. These were administered to 46 Japanese learners of English who were, or had been, studying at language centres in Melbourne, Australia, at varying periods between 1998 and 2000. The results indicate that gender, the levels of English proficiency, and the motivation levels of learners were the main factors affecting the reported choice of LLSs in both contexts. These results have implications not only for communicative and task-based teaching but also for classroom organisation.