ABSTRACT
This chapter provides a review of the key fields of study related to this book, including technology-enhanced language learning (TELL), language-learning-strategy (LLS) research, LLS research in TELL, LLSs specific to online learning, and Chinese LLSs. It also discusses the Chinese language as a particularly difficult language for English speakers to learn to provide research context for non-Chinese speakers. Furthermore, it discusses the ways that individual learner’s characteristics (e.g., language learning motivation, language proficiency, learner autonomy, and age) may influence their use of LLSs. As such, this chapter facilitates the presentation and discussion of the study’s results that follow in the upcoming chapters.
