ABSTRACT
This chapter presents the language-learning strategies (LLSs) employed by participants in online Chinese learning, obtained from survey questionnaire responses, interviews, and classroom observations. These data were analysed in three learning contexts: (1) self-directed learning outside the online classes; (2) assessment-task completion outside the online classes; and (3) online class participation. These LLSs were reported in six LLS categories: affective, cognitive, social, memory, compensation, and metacognitive. In total, 37 distinct LLSs were found and nine of them were proposed as additional to existing LLS taxonomies. These nine LLSs are specific to either one of or a combination of online learning, collaborative learning, flipped-classroom learning, and Chinese-language learning.
