Language Learning Strategies (Lls) in Technology Enhanced Language Learning (Tell) Contexts Among EFL University Students

Adila, Nur (2026) Language Learning Strategies (Lls) in Technology Enhanced Language Learning (Tell) Contexts Among EFL University Students. Skripsi thesis, Universitas Islam Negeri Imam Bonjol Padang.

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Abstract

This study investigated the frequency and pattern of Language Learning Strategy (LLS) use among EFL university students in Technology-Enhanced Language Learning (TELL) contexts. The study employed a descriptive quantitative design. The participants were sixth-semester students of the English Tadris Department at UIN Imam Bonjol Padang from classes TBI-A, TBI-B, and TBI-C. Data were collected through Google Forms using an adapted questionnaire based on Oxford’s (1990) Strategy Inventory for Language Learning (SILL) Version 7.0, covering six strategy categories: Memory, Cognitive, Compensation, Metacognitive, Affective, and Social Strategies. The data were analyzed using descriptive statistics. The findings showed that students generally used Language Learning Strategies at a medium level. Among the six categories, Cognitive Strategies were the most frequently used, while Memory Strategies were the least frequently used. Overall, students employed all six strategy categories, although their frequency of use varied across categories. The study concludes that students have incorporated various Language Learning Strategies into their technology-enhanced English learning, but their use remains uneven. Therefore, greater strategic awareness and more purposeful use of different learning strategies are needed to support effective and self-directed English learning through technology.

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