This study investigated the use of language learning strategies among English majors at five Mexican universities. It found that writing strategies were the most frequently used and reading strategies the least. Vocabulary learning strategies and writing strategies use varied based on university, English level, gender, and whether students received strategy training. The study provided insights into strategy use that can help improve language instruction.

1. The use of language learning strategies
by Lengua Inglesa students in five
Mexican universities
Alfredo Marín Marín
Floricely Dzay Chulim
Caridad Macola Rojo
María Isabel Hernández
Universidad de Quintana Roo

2. Outline
 Introduction and background
 Objectives and research questions
 Preliminary study
 Method (main study)
Participants
Instruments
Procedures
Data analysis
 Results and discussion
The use of listening strategies
The use of speaking strategies
The use of reading strategies
The use of writing strategies
The use of vocabulary learning strategies
 Conclusions and recommendations

3. Introduction and background

4. Objectives
 To investigate the use of language
learning strategies among Lengua
Inglesa students in five Mexican
universities
 Language learning strategies (LLS)
Speaking strategies (SS)
Listening strategies (LS)
Reading strategies (RS)
Writing strategies (WS)
Vocabulary learning strategies (VLS)

5. Research questions (1)
RQ1 What are the most and least frequently used LS, SS,
RS, WS, and VLS reported by five English majors?
RQ2 Is there a significant difference in the use of LS, SS,
RS, WS, and VLS across universities?
RQ3 Is there a significant difference in the use of LS, SS,
RS, WS, and VLS across reported levels of English?

6. Research questions (2)
RQ4 Is there a significant difference between female and
male students in the use of LS, SS, RS, WS, and
VLS?
RQ5 Is there a significant difference in the use of LS, SS,
RS, WS, and VLS between students who have received
strategy training and those who have not?

7. Preliminary study

8. Method (main study)
 Participants: N = 796
570 women, 221 men (5 not reported sex).
UADY = 62
UNACAR = 120
UNACH = 129
UV = 301
UAEMEX = 184

9. Method (main study)
 Instruments
The Language Learning Strategies Questionnaire (LLS-
Q) originally designed by the researchers and validated
via the Preliminary Study.
The LLS-Q included 78 items with 5 sections for each
strategy type (LS, SS, RS, WS, and VLS).
The LLS-Q followed a Likert-type format; ratings
ranging from 1 to 6 for frequency of use.

10. Method (main study)
 Procedures
The LLS-Q was administered in five
universities by the researchers.
 Data analysis
Data were fed into SPSS and analyzed in
mean frequency ratings.
ANOVA and t-test were applied to the
data.

11. Results and discussion: Rank order of
strategy type (LS, SS, RS, WS, VLS).
STRATEGY TYPE N Mean SD
Mean_WS 759 3.0361 .44392
Mean_VLS 762 2.9666 .38371
Mean_LS 765 2.9202 .40548
Mean_SS 765 2.8500 .36262
Mean_RS 779 2.7218 .39602
Valid cases 681

12. Results and discussion: The use of
VLS (rank order) -most
VLS N Mean SD
I write new words in the margins of books or within text. 794 3.3275 .89193
I look up the word in a bilingual dictionary 790 3.2468 .92073
I use dictionary for checking examples and fixed phrases. 784 3.1798 .93440
I write new words along with translation. 795 3.1673 .96979
I associate new words with places where I see/hear them. 790 3.1595 .85138
I write new words as they appear. 792 3.1528 .93972
I look for opportunities to meet and practice vocabulary. 789 3.1191 .82228
I guess meaning form written context. 789 3.0646 .83218
I repeat the word mentally, orally or in writing. 793 3.0290 .90477
I use a variety of resources to highlight important words 788 3.0178 .98898

13. Results and discussion: The use of
VLS (rank order) - least
VLS N Mean SD
I guess meaning through topic, text or reading. 793 3.0025 .80245
I ask teacher, friends, and classmates for translation 792 2.8674 .96006
I use new words in everyday conversation or when writing 791 2.8660 .80959
I write new words along with English definition 786 2.8155 .99185
I ask teacher, friends, and classmates for English definition 787 2.7637 .97163
I associate new words with similar words in Spanish 793 2.7478 .95052
I look up the word in a monolingual dictionary 787 2.5544 1.03860
I say the word along with Spanish translation 791 2.6258 1.04774
I repeat the word only in English 789 2.5843 .95697

14. Results and discussion: The use of
WS (rank order) -most
WS N Mean SD
I read the instructions for identifying the type of writing I am 788 3.5812 .67049
going to do.
In case there are some specific requirements such as number of 788 3.4353 .79043
words, I do the corresponding verification.
Once I finish writing the text, I read it again in order to come up 791 3.3692 .82078
with the final version.
In order to keep on writing, I read what I have previously written 787 3.3647 .74127
so as to retake the ideas and relate them to new ideas.
I resort to my previous knowledge of the topic with the purpose 787 3.2351 .76127
of giving continuity to my writing.
Before writing the concluding paragraph, I do a general review to 788 3.2094 .86617
ascertain that it coincides with the main idea of the text.
I review the draft in terms of vocabulary, spelling, capitalization 786 3.2048 .84010
and punctuation.
I plan how I am going to begin the activity, after reading the 789 3.1838 .78076
Instructions.
I express my ideas through the elaboration of paragraphs and 788 .88219
sentences in a first draft.

15. Results and discussion: The use of
WS (rank order) - least
WS N Mean SD
I use a dictionary or an electronic translator when I don’t know 784 3.1574 .88219
the meaning of a word or its spelling
I edit my writing in terms of spelling, grammar, selection of 789 3.1153 .85237
words, connectors, coherence and form.
I do a written or a mental outline in order to organize my ideas. 788 2.8452 .95988
When I do the actual writing, first I select the vocabulary, 784 2.8342 .91283
phrases
and structures that I am familiar with and know how to use
according to the situation and context.
According to the type of writing, I determine the topic sentence. 786 2.8142 .86317
First I device ideas in Spanish and then, look for their equivalent 789 2.6185 1.07355
in English.
I design a sketch or outline by writing isolated sentences related 788 2.3274 .94144
to the topic.
I design a sketch by writing isolated words related to the 787 2.2262 .90217
topic.

16. Results and discussion: The use of VLS across universities
6
5
4
3
M
S
V
n
L
a
e
2
1
0
UADY UNACAR UNACH UV UAEMEX
University

17. Results and discussion: The use of WS across universities
6
5
4
3
W
%
M
C
S
n
5
9
_
a
e
I
2
1
UADY UNACAR UNACH UV UAEMEX
University

18. Results and discussion: The use of VLS across levels of
English
6
5
4
3
M
S
V
n
L
a
e
2
1
0
Beginning Intermediate Advanced
English Level

19. Results and discussion: The use of WS across levels of
English
6
5
4
3
W
%
M
C
S
n
_
a
e
5
9
I
2
1
0
Beginning Intermediate Advanced
English Level

20. Results and discussion: The use of VLS among male and
female students
6
5
4
3
M
S
V
L
n
a
e
2
1
0
Female Male
Sex

21. Results and discussion: The use of WS among male and
female students
6
5
4
3
W
%
M
C
S
n
_
a
e
5
9
I
2
1
0
Female Male
Sex
(t=4.401, df=752, p<0.001)

22. Results and discussion: The use of VLS and strategy
training.
6
5
4
3
M
S
V
n
L
a
e
2
1
0
Yes No
Language Learning Strategy Training

23. Results and discussion: The use of WS and strategy
training.
6
5
4
3
W
%
M
C
S
n
_
a
e
5
9
I
2
1
Yes No
Language Learning Strategy Training
(t = 3.856, df=753 pL 0.001)

24. Conclusions and recommendations
 (summary of major findings)
 (concluding remarks)
 (pedagogical implications)
 (limitations of the study)
 (suggestions for further research).