ABSTRACT
This chapter synthesises and further interprets the results to discover the reasons that the participants chose to use different types of language-learning strategies (LLSs) as well as the ways in which they used them. The three learning contexts, namely self-directed learning outside the online classes, assessment-task completion, and online class participation, were used as the context for discussion. Overall, four prominent characteristics of LLS use were found within the research setting of this book. Firstly, self-directed learning witnessed the adoption of the greatest number of distinct LLSs, and online class participation the fewest. Secondly, affective strategies were only used in self-directed learning, memory and metacognitive strategies were used in self-directed learning and assessment-task completion, and cognitive, social and compensation strategies were used in all the three contexts. Thirdly, technology that could help enhance the effectiveness of LLSs was used differently, in order to suit learner needs, in the three different learning contexts. Fourthly, clusters of LLSs were commonly used in all learning contexts.
