Still another look at EFL grammar learning strategies: Frequency, semester differences, gender dynamics, and rationale

Grammar learning strategies (GLS) play a crucial role in successful language acquisition; however, this area remains understudied in the Asian English as a foreign language context. To address this gap, this mixed-methods study explored the English GLS employed by Asian (Indonesian) undergraduate participants (N = 194), examining differences in frequency of use (most and least used), as well as gender, semester, and the rationale for implementation. Participants completed the Grammar Learning Strategies Inventory (GLSI), a 70-item, closed-ended, five-point Likert scale questionnaire, followed by semi-structured interviews. The results indicated that participants were high users of social strategies, followed by metacognitive, cognitive, and affective strategies. The exploration also identified various rationales for the high use of strategies, including understanding and avoiding grammar mistakes, correcting errors, improving grammar usage, sharing knowledge, and enhancing comprehension. In contrast, rationales for the low use of affective strategies included stress hindering focus, lack of motivation, insufficient practice, low confidence, fear of making mistakes, neglect of self-rewards, limited feedback, failure to maintain a learning diary, and infrequent self-reflection. The article concludes by discussing the study’s limitations and offering suggestions for further research. These findings enhance the understanding of the social strategies used by English language learners and, consequently, inform pedagogical practices while contributing to the scholarly literature.