An Analysis of Language Learning Strategy Differences According to English Proficiency among Korean University Students

This study explores how language learning strategy use differs by English proficiency among Korean university EFL learners. Based on SILL(Strategy Inventory for Language Learning) and official TOEIC scores from 195 participants, strategies were categorized into six types based on Oxford’s taxonomy. Descriptive analysis indicated that compensation and metacognitive strategies were most frequently used, while affective and social strategies were less frequently employed. Correlation analyses revealed that cognitive, compensation, and metacognitive strategies were positively associated with English proficiency, while memory strategies showed limited relevance. Multiple regression analysis further confirmed that cognitive and compensation strategies significantly contributed to TOEIC performance, whereas memory strategies had a negative effect. In addition, a comparison between high and low proficiency groups demonstrated that higher-achieving students used a broader range of strategies more frequently and effectively, particularly in terms of problem-solving and self-regulated learning approaches. However, affective and social strategies did not differentiate the groups significantly. These findings suggest the need for differentiated strategy instruction based on proficiency level, with an emphasis on fostering high-order strategies such as cognitive and metacognitive approaches to enhance language learning outcomes in EFL contexts.