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The present study aims to examine the effects of intensive language programs on the language learning strategies of EFL university students and to examine the differences in learning methods of English learners in intensive English learning programs and regular English classes. Oxford's(1990) Strategy Inventory for Language Learning(SILL) and demographic questionnaire were administrated to 651 university students, 288 students of intensive English program and 363 students of regular English classes, respectively. Descriptive statistics showed that Korean EFL university learners were medium strategy users(M=2.72, SD=0.58); compensation strategies were used most frequently(M=2,97, SD=0.73) and memory strategies were used least frequently(M=2.55, SD=0.67). Independent Sample T-test showed that learners in intensive English learning programs reported a significantly higher use of overall learning strategies than those in regular English learning classes(t=7.57, p<0.05). The most and least favored individual learning stratagems in intensive and regular English classes were also identified.
The present study aims to examine the effects of intensive language programs on the language learning strategies of EFL university students and to examine the differences in learning methods of English learners in intensive English learning programs and regular English classes. Oxford's(1990) Strategy Inventory for Language Learning(SILL) and demographic questionnaire were administrated to 651 university students, 288 students of intensive English program and 363 students of regular English classes, respectively. Descriptive statistics showed that Korean EFL university learners were medium strategy users(M=2.72, SD=0.58); compensation strategies were used most frequently(M=2,97, SD=0.73) and memory strategies were used least frequently(M=2.55, SD=0.67). Independent Sample T-test showed that learners in intensive English learning programs reported a significantly higher use of overall learning strategies than those in regular English learning classes(t=7.57, p<0.05). The most and least favored individual learning stratagems in intensive and regular English classes were also identified.
