The Road Not Taken: Second Language Learners' Strategy Aspirations

Abstract

This study explored the language learning strategies (LLS) that university EFL students wanted to try after receiving structured strategy instruction. A total of 57 participants provided written responses, which were analyzed using thematic analysis. Findings revealed that a significant number of students showed a preference for affective strategies, highlighting the importance of managing emotions, attitudes, and motivation in the language learning process. Amongst those who identified more specific strategies, a majority of participants expressed a strong interest in keeping a language learning journal. This strategy was perceived as a valuable tool for managing emotions, tracking progress, recording learning experiences, and fostering reflection, ultimately enhancing their language acquisition journey. The results underscore the pivotal role of affective strategies in facilitating more effective and positive learning experiences, while also suggesting that LLS instruction may foster self-awareness, encouraging students to consider adopting new strategies that support their language learning.