Contextual Factors Influencing Language Learning Strategies in Target and Foreign Language Learning Environments

ABSTRACT Responding to recent calls to situate language learning strategy (LLS) research in contexts, this study examined contextual factors that influence LLS use in two distinct learning environments: a target language environment (TLE) and a foreign language environment (FLE). Nineteen doctoral students from universities in the United States and China participated. Data were collected through a background survey and semi‐structured interviews. Analysis identified eight contextual factors that influenced learners' strategy choices across the two environments: access to the target language environment, participation in academic settings, availability of target‐language learning resources, experiences as teaching or research assistants, exposure to diverse accents and dialects, experiences in target language classes, social reactions to speaking the target language, and limited feedback on errors. These findings contribute to LLS research by underscoring the central role of learning context in influencing strategy use. More importantly, they offer insights into fostering more effective strategy use and improving language learning outcomes. Pedagogical implications are also discussed.