Online language learning strategy training, academic performance, and strategy use in virtual higher education environments

The use of virtual learning platforms for language acquisition has grown significantly in recent years, offering learners flexible schedules, personalized learning paths, and interactive content. To fully benefit from these virtual environments (VEs), students must develop autonomy in their learning process, which underscores the importance of using effective online learning strategies. This study examines the association between prior training in such strategies and academic performance and strategy use among higher education students using a virtual language learning platform. The main objective is to explore whether strategy training is related to better academic outcomes when students learn autonomously. Additionally, a taxonomy of online language learning strategies adapted from Oxford's SILL questionnaire is proposed. The research follows a quantitative quasi-experimental design with non-equivalent groups, using surveys administered before and after the intervention with an experimental group trained in learning strategies and a control group with no previous training. The study comprises three phases: (1) analyzing students' prior use of strategies, (2) comparing post-intervention performance between the two groups, and (3) identifying the strategies reported by students after the intervention. Results showed that the experimental group obtained higher post-intervention scores than the control group across the three COMALAT tests. After adjustment for multiple comparisons, statistically significant between-group differences remained for 18 of the 28 strategy items, with significant differences represented across the cognitive, metacognitive, affective, and social strategy categories. These findings suggest that prior strategy training was associated with higher post-intervention academic performance and greater reported use of a substantial subset of online learning strategies.