Abstract:
The web-based opportunities to learn English independently, actively and significantly need to be matched to a variety of self-regulatory processes in which the purposeful, appropriate and self-specific employment of strategies plays a key role. This paper discusses the creative and meaningful interaction with the computer throughout the learning process in terms of online language learner strategies. A case study of QUAL→quan type has been carried out to explore the strategic behaviour adopted by 53 Italian EFL learners to assist their learning and to compensate for limitations as they deal with an online authentic video-lesson. To do this, a structured e-journal was designed to let subjects report each strategy used. A psychometric questionnaire was also administered to assess the participants’ metacognitive control over the task at hand. Finally, background information about subjects was collected. Despite differences in the types of activities that metacognitive strategies trigger, intermediate and advanced EFL learners spontaneously used a great deal of mental and web-based concrete strategies mainly to solve language-related problems and to focus on the input. Not only does this study show that online resources allow language learners to express their agency and reach their goals through strategy use, but it also stresses the need to prepare them for the favourable exploitation of digital experiences to learn in a personally-defined and self-directed way.
