ABSTRACT
This chapter explores the relationships between language learners’ language-learning-strategy (LLS) use and some influencing factors. These factors range from the learning contexts and interactants to individual-learner characteristics. Findings confirmed that factors such as the asynchronous and synchronous nature of the learning environment, the categories of interactants with whom the learners interacted, and some characteristics of the individual learners (e.g., the learning motive, the learning goal, the age, and prior Chinese-learning experience) appear to influence learners’ LLS use. Groups of students were found to have a number of significant differences in terms of cognitive, metacognitive, compensation, and social-strategy use.
