This study investigates L2 speaking strategies used by Indonesian EFL tertiary students. The study addresses what strategies the students use in relation to L2 and speaking proficiency, as well as gender; how the students use the strategies; and why they use them in specific ways. It employs a mixed method approach, with a questionnaire, proficiency test, documents recording the students’ speaking grades obtained at Gajayana University of Malang, speaking learning diaries, and interviews as the data collection instruments. Data collected by means of quantitative methods include questionnaires (N = 65),students’ L2 proficiency scores (N = 65),and students’ speaking grades (N = 65). Data collected by means of qualitative methods constitute speaking learning diaries (N = 20,4 each) and interviews (N = 20). The study demonstrates that the students used a wide range of strategies that spread over six strategy groups, favouring metacognitive strategies. Regarding strategy use in relation to learner factors, the study reveals a statistically significant relationship between L2 proficiency and students’ overall strategy use. It also shows that speaking proficiency and gender significantly affected the use of affective strategies only. The study also demonstrates that the students used strategies consciously, confidently, effortfully, or persistently because of the usefulness of the strategies or pleasure in using them. Implications for Indonesian EFL teachers, curriculum developers, and students are made.
|Date of Award||2013|
|Supervisor||Elke Stracke (Supervisor) & Jeremy Jones (Supervisor)|