Dataset on Language Learning Strategies Used by Chinese IELTS Learners: Survey and Interviews
Description
This dataset supports the study titled “An Exploration of Language Learning Strategies (LLS) Among Chinese IELTS Learners.” The study explores the types, frequency, and influencing factors of Language Learning Strategies (LLS) used by Chinese learners preparing for the IELTS exam. A mixed-methods approach was employed. The dataset includes: (1) Quantitative data: Responses from 98 Chinese IELTS learners to a questionnaire based on Oxford’s (1990) Strategy Inventory for Language Learning (SILL) measuring the use of six categories of LLS (memory, cognitive, compensation, metacognitive, affective, and social strategies). (1) Qualitative data: Transcripts from semi-structured interviews with 3 selected participants, providing deeper insights into individual learners' strategic behaviors and influencing factors. The study aimed to answer the following research questions: (1) What LLSs are frequently used by Chinese learners learning English for the IELTS? (2) What is the difference in the use of LLSs among Chinese IELTS learners at different band levels? (3) What are the factors that influence Chinese IELTS learners' use of LLSs? Key findings suggest that social and metacognitive strategies were most frequently used overall. Learners with higher IELTS scores reported more frequent and diverse use of strategies, particularly in social, metacognitive, affective, and compensation categories. Eight major influencing factors were identified from the interviews. This dataset may be valuable for researchers in applied linguistics, second language acquisition, and IELTS pedagogy. It can also inform teaching practices and strategy training programs for English language learners.
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This mixed-methods study used two instruments to collect quantitative and qualitative data respectively, involving a questionnaire and semi-structured interviews. The quantitative instrument used was the 50-item Strategy Inventory of Language Learning (SILL) version 7.0 for ESL/EFL learners developed by Oxford (1990). All items were measured using a 5-point Likert scale. Before the 50 items, an additional question was included to collect participants' most recent overall band scores from their IELTS mock exam. Additionally, the questionnaire was translated into Chinese to minimize misunderstanding and enhance participant comprehension. To explore the factors influencing the use of LLSs among the participants, a semi-structured interview guideline was developed by the researcher. The design of the interview questions was informed by a thorough review of previous literature on LLS and was particularly guided by Gao's (2010) Interpretative Framework for Strategic Language Learning. To ensure the appropriateness and content validity of the interview questions, the guideline was reviewed by a professor in TESOL with expertise. Feedback was collected and revisions were made accordingly. Both qualitative and quantitative data were collected within the same overall timeframe and analysed separately before integration, though quantitative data were collected slightly earlier. The quantitative data was gathered following three steps: Step 1: All selected participants were first added to an online group chat. In the group, the researcher shared an introduction to the study, the number of questionnaire items, the estimated time required, and the participants' rights for their review. Step 2: Over the following two days, the information sheet and consent form of the study were distributed to the participants, and their signatures were collected. Meanwhile, the voluntary nature of participation was emphasized once again. Step 3: After the signatures were collected, the researcher posted the online questionnaire link (hosted on Wenjuanxing) in the group chat. Participants then completed and submitted the questionnaire at their convenience, which took less than 15 minutes. The qualitative data were gathered across a span of three consecutive days, with participants engaging on separate days. The collection process followed two steps: Step 1: Participants were told the introduction to the study, their rights, and the estimated duration of the semi-structured interview. Step 2: The participants took part in semi-structured interviews through online meetings (hosted on Tencent Meeting), which were fully recorded under their consent. This step took about 30 minutes.