LANGUAGE LEARNING STRATEGIES AND ENGLISH PROFICIENCY OF SHIVAJI UNIVERSITY UNDERGRADUATE STUDENTS

Abstract

The present study aimed to investigate the use of language learning strategies (LLS) by undergraduate students, the degree of use of language learning strategy included in the Oxford Taxonomy, and the relationship between the use of language learning strategies and English language proficiency. One hundred and forty-eight arts, commerce, science undergraduate students studying at various colleges affiliated to Shivaji University were the participants of the study. The results indicated that these students used LLS moderately to less; meta-cognitive strategies, social strategies, cognitive strategies, and memory strategies moderately; and compensation strategies and affective strategies were used less. The same correlation was found between the use of language learning strategies and English proficiency, which was indicated by students’ grades in proficiency tests. Overall, the results demonstrate that the use of language learning strategies used by the selected students varies depending upon the proficiency level. It was observed that less proficient students used fewer strategies and proficient students used them more.