Is Strategy Instruction Still Needed? A Comprehensive Analysis of Learner Strategies in High School EFL Context

This quantitative paper thoroughly explores strategy utilization among English as a Foreign Language (EFL) students in a Turkish high school, examining potential differences based on proficiency levels and gender. A sample of 78 students (39 females, 39 males) participated, and data collection involved a comprehensive strategy inventory. The findings revealed that high-proficiency learners exhibited a wider range of strategies, with compensation and metacognitive strategies being the most prominent. Medium proficiency learners demonstrated moderate strategy use, emphasizing balance and metacognitive strategies. Conversely, low-proficiency learners engaged in strategies to a lesser extent, leaning towards social strategies. Gender, however, did not significantly influence overall strategy use across proficiency levels. Practical implications are discussed, suggesting EFL teachers incorporate metacognitive and cognitive strategy instruction to optimize students’ learning. Coursebook authors are recommended to integrate strategy use, particularly tailored for lower proficiency learners, while learners are encouraged to adopt strategies consciously to enhance their language learning experience. This research contributes valuable insights into language learning strategies, facilitating improved educational practices for EFL students.