Abstract

Language learning strategies (LLS) research began in the mid-1970s with the main idea of individual differences in learning a foreign language focusing primarily on the characteristics of a good language learner. In the literature review, the use of LLS has been reported to have a positive influence on proficiency. The goal of this research is to examine the relationship between the use of strategies in learning Spanish as a foreign language with its language proficiency and to analyse the use of LLS by successful students. The Strategy Inventory for language learning (SILL) questionnaire and two open-ended questions have been used in the present work for analysing the LLS. Further, the researchers used the end-semester grades to quantify proficiency. The study was carried out at two universities imparting Spanish courses at the undergraduate level. The current study is a mixed-method, cross-sectional, non-experimental type within the descriptive correlational framework. Statistical and interpretive analysis was used to examine self-reported learning strategies. The results showed no relation between the uses of self-reported learning strategies and language proficiency. However, there was a moderate relationship between the use of LLS and proficiency of 15 higher proficient students from both the universities. In the end, the research provides limitations and implications of the current study.