A Mixed-Methods Study of Chinese Non-English Majors' Language Learning Strategies: A Look at Frequency, Gender, and English Proficiency

This study investigated the use of language learning strategies (LLS) among non-English majors at Guangdong University of Foreign Studies in China, focusing on the relationships between LLS use, gender, and English proficiency. Using Oxford’s Strategy Inventory for Language Learning (SILL) questionnaire, data were collected from 94 students, complemented by semi-structured interviews with 8 participants. Results showed that students employed LLS at a medium frequency overall, with compensation strategies being the most frequently used and affective strategies the least. Significant gender differences were found: female students used strategies more frequently than males, especially cognitive, metacognitive, affective, and social strategies. Correlation analyses revealed positive associations between all six strategy categories and English proficiency. Cognitive strategies emerged as the strongest predictor of English achievement. Interview data supported and explained the quantitative findings, highlighting the importance of conscious strategy use and learner awareness. The study suggests that systematic instruction in LLS, especially cognitive and metacognitive strategies, can enhance learners’ autonomy and English proficiency. Implications for learner-centered teaching, gender-sensitive instruction, and the integration of affective and social strategies into the curriculum are discussed to promote more effective language acquisition.