Sri Wahyuni, Elke Stracke


Abstract. This study investigates language learning strategies for speaking skills used by Indonesian EFL tertiary students. Such strategies have an effect on language learning outcomes and they can be learnt. This implies that less successful learners can make use of the present study findings to improve their strategy use, which may increase learning outcomes. In addition, among Indonesian EFL students, speaking is still highly intimidating, and hence more attention on this language skill is required. The study addresses how students use strategies, and why they use them in specific ways. This paper draws on interviews and learning diaries for speaking skills obtained from students (N = 20) at Gajayana University of Malang in Indonesia. The study demonstrates that the students used strategies consciously, confidently, effortfully, or persistently. The motives why they used the strategies in such specific ways are the perceived usefulness or pleasure in using the strategies. Thus, this research supports previous findings regarding conscious and confident use of strategies, but, additionally, uncovers effortful and persistent use of strategies as important approaches on how students use strategies. The study also confirms usefulness as an important motive why students use strategies, and emphasizes, at the same time, the students’ pleasure in using strategies. The paper concludes by discussing implications for theory and practice.

Keywords: language learning strategies, speaking skills, ways of using language learning strategies, motives of using language learning strategies


Cabaysa, C. and Baetiong, L. 2010. “Language Learning Strategies of Students at Different Levels of Speaking Proficiency”.Education Quarterly68(1): 16-35.

Green, J. and Oxford, R. 1995. “A Closer Look at Learning Strategies, L2 Proficiency, and Gender”.TESOL Quarterly29: 261-97.

Huang, X-H.andVan Naerssen, M. 1987. “Learning Strategies for Oral Communication”.Applied Linguistics8(3): 287-307.

Huda, N. 1998.“Relationship between Speaking Proficiency, Reflectivity-impulsivity, and L2 Learning Strategies”. In W.A. Renandya and G.M. Jacobs (Eds.),Learners and Language Learning: RELC Anthology Series 39 (40-55). Singapore: SEAMEO Regional Language Centre.

Kawai, Y. 2008. “Speaking and Good Language Learners”. In C. Griffiths (Ed.),Lessons from Good Language Learners(218-230). Cambridge: Cambridge University Press.

Kvale, S. 1996. InterViews: An Introduction to Qualitative Research Interviewing. Thousand Oaks: SAGE Publication, Inc.

Lee, K. and Oxford, R. 2008. “Understanding EFL Learners’ Strategy Use and Strategy Awareness”.Asian EFL Journal10(1): 7-32.

Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.

Vann, R. and Abraham, R. 1990. “Strategies of Unsuccessful Language Learners”.TESOL Quarterly24(2): 177-98.

Weyers, J. 2010. “Speaking Strategies: Meeting NCATE Oral Proficiency Standards”. Foreign Language Annals43(3): 384-94.

Zhang, D. and Goh, C. 2006. “Strategy Knowledge and Perceived Strategy Use: Singaporean Students’ Awareness of Listening and Speaking Strategies”. Language Awareness15(3): 199-219.

Full Text: ##PDF##