Developing Language Learning Strategies in Technology-Enhanced Learning Environment at Tertiary Level

Abstract

The article explores the potential of technology-enhanced learning environments in developing language learning strategies (LLSs) that are pivotal in encompassing, shaping, and enhancing learning behaviors, activities, or experiences. To evaluate the LLS development level in non-linguistic students, we conducted two surveys (initial and final) based on Oxford’s Strategy Inventory for Language Learning (SILL) into students’ strategic competence profiles for the A2/B1 (45 students) and B2/B2+ (21 students) English proficiency levels. The initial survey drew the students’ attention to the strategic approach to language learning, and the response data allowed the teachers to gain insights into students’ learning preferences and challenges. The longitudinal survey was administered on an ongoing basis throughout the two-year core course in English as a Second Language (ESL) via the end-of-class ‘I can’-statements and open-ended end-oftopic questions. It supported the teachers in selecting the appropriate teaching methods and the students in getting acquainted with and adopting the best-working LLSs. The final SILL survey confirmed an increase in the strategic competence of students. It yielded valuable feedback on the effectiveness of the instructional methods employed. The study emphasizes the need for integrating LLS instruction into ESL curricula by aligning teaching practices with the demands of techenhanced learning environments.