부산대학교 도서관

This study examines the language learning strategies employed by Chinese university students in blended learning. It explores the relationship between the use of language learning strategies, language proficiency, and learner autonomy. The final dataset included 543 respondents. The findings of the questionnaire were analyzed using SPSS 23.0 and NVivo 12.0. The findings suggest that Chinese university students utilize learning strategies at a moderate frequency, with memory strategies being the most frequently used. The students with different target language proficiency showed different frequencies of using language learning strategies. The cognitive, meta-cognitive, compensation and affective learning strategies were more predictive of English proficiency in blended learning. Further, more positive correlations were observed between students' language strategies and learner autonomy, with cognitive strategies showing the strongest correlations. This study is significant in that it found the need for teachers to encourage learners to use cognitive strategies more frequently, particularly in blended learning environments, to promote the academic achievement and learner autonomy of English language learners.