A Response to calls for moving away from language learning strategy research

Language learning strategy (LLS) research is very prolific and much has been written and discussed the LLS types and the correlation between strategy use and successful language learning across different learning contexts. In recent years, however, research interest in LLSs has been on the decline, and this decline is mainly due to growing criticisms of the theoretical inconsistencies and conceptual ambiguities concerning the construct of LLS (Dörnyei, 2005, 2009; Macaro, 2006) and the contradictory and questionable results obtained from the excessive use of survey methods as instruments to measure the use of LLSs (LoCastro, 1994; Tseng et al, 2006; Woodrow, 2005). No empirical data were collected for this paper; instead, the paper aims to respond to calls for replacing the construct of LLS with the ‘more versatile concept’ of self-regulation. It also shows the salience of taking up a more qualitative and context-sensitive approach, which views language learners’ strategy use as dynamic and varying across contexts. Key Words: Language learning strategies (LLSs), good language learners (GLLs), cognitive psychology approaches, sociocultural theory, self-regulation