The CATESOL Journal

This paper discusses part of a study conducted recently in which the patterns of learner strategy use of university-level, Asian ESL students were examined, here specifically in relation to the students’ level of ESL proficiency. Strategy use was assessed through the Strategy Inventory of Language Learning (SILL), and proficiency was determined by TOEFL scores. It was the purpose of this part of the study to investigate both the frequency of use and the choice of strategies by students at intermediate and advanced levels of ESL proficiency. Research in the identification and application of successful learner strategies—research in learning not only what but how to learn—can help lead educators and students toward the goal of learner autonomy.