Contextual Factors Influencing Language Learning Strategies in Target and Foreign Language Learning Environments.
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| Title: | Contextual Factors Influencing Language Learning Strategies in Target and Foreign Language Learning Environments. |
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| Authors: | Pei, Xiaoyu1 (AUTHOR) xpei3@asu.edu |
| Source: | TESOL Journal. Mar2026, Vol. 17 Issue 1, p1-10. 10p. |
| Subject Terms: | *Second language acquisition, *Immersion method (Language teaching), *College environment, *Doctoral students |
| Abstract: | Responding to recent calls to situate language learning strategy (LLS) research in contexts, this study examined contextual factors that influence LLS use in two distinct learning environments: a target language environment (TLE) and a foreign language environment (FLE). Nineteen doctoral students from universities in the United States and China participated. Data were collected through a background survey and semi‐structured interviews. Analysis identified eight contextual factors that influenced learners' strategy choices across the two environments: access to the target language environment, participation in academic settings, availability of target‐language learning resources, experiences as teaching or research assistants, exposure to diverse accents and dialects, experiences in target language classes, social reactions to speaking the target language, and limited feedback on errors. These findings contribute to LLS research by underscoring the central role of learning context in influencing strategy use. More importantly, they offer insights into fostering more effective strategy use and improving language learning outcomes. Pedagogical implications are also discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of TESOL Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192091573 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Contextual Factors Influencing Language Learning Strategies in Target and Foreign Language Learning Environments. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pei%2C+Xiaoyu%22">Pei, Xiaoyu</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> xpei3@asu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESOL+Journal%22">TESOL Journal</searchLink>. Mar2026, Vol. 17 Issue 1, p1-10. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Immersion+method+%28Language+teaching%29%22">Immersion method (Language teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22College+environment%22">College environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+students%22">Doctoral students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Responding to recent calls to situate language learning strategy (LLS) research in contexts, this study examined contextual factors that influence LLS use in two distinct learning environments: a target language environment (TLE) and a foreign language environment (FLE). Nineteen doctoral students from universities in the United States and China participated. Data were collected through a background survey and semi‐structured interviews. Analysis identified eight contextual factors that influenced learners' strategy choices across the two environments: access to the target language environment, participation in academic settings, availability of target‐language learning resources, experiences as teaching or research assistants, exposure to diverse accents and dialects, experiences in target language classes, social reactions to speaking the target language, and limited feedback on errors. These findings contribute to LLS research by underscoring the central role of learning context in influencing strategy use. More importantly, they offer insights into fostering more effective strategy use and improving language learning outcomes. Pedagogical implications are also discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESOL Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/tesj.70110 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1 Subjects: – SubjectFull: Second language acquisition Type: general – SubjectFull: Immersion method (Language teaching) Type: general – SubjectFull: College environment Type: general – SubjectFull: Doctoral students Type: general Titles: – TitleFull: Contextual Factors Influencing Language Learning Strategies in Target and Foreign Language Learning Environments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pei, Xiaoyu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10567941 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: TESOL Journal Type: main |
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