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Title of Research Proponent/ Rationale Theory Used Research Findings Recommendation Citation/ Reflection/
Author Method Reference Learning
(Design,
population,
locale, etc)
There are five This paper This Research RESULTS This study has 1. Citation/
Strategy Use Among proponents of reports a research is Method Features some Reference
Chinese as Second this research, to mixed-methods mainly (Design, of Using shortcomings. Bao, R., and
Language Learners wit: study that focusing on population, Learning First of all, this Jiang, H.
in Mainland China 1.Chili Li explored the the locale, etc) Strategies (2020). An
study only
From the Mediation 2. Lu Chen strategy use of strategies The Research investigation
Among followed a
Theory Perspective 3. Chunyan Ma a cohort of use among Method used of Chinese
the cross-sectional character
4. Shuang Zhang Chinese as Chinese as for this
Participa paradigm to learning
5.Haiquan Huang second SLA research are:
nts investigate the strategies of
language learners 1. Strateg
When features and italian Chinese
learners in From the y Use in heritage
analyzing influencing
mainland China Mediation Second/ teenagers.
the factors of
from the Theory Foreign Overseas
collected strategy use
perspective of Perspective Langua Chin. Educ.
quantitativ
mediation . ge among the 25, 39–48.
e data to
theory. Mediation participants.
Learni answer
Data sources Theory offe Besides, this Bruen, J.
ng Research (2020).
include a rs a study did not
The Question Language
questionnaire framewor take into
strategie 1 learning
survey (N = k to s used in regarding account other strategies for
189) and a analyze Foreign the learner reading
semi-structured the roles Languag features of comprehensio
variables such
interview (N = technologi e using n: assessing
as language the strategy
12). es play in learning learning proficiency and use of young
The findings human are; strategies
length of time adults at
revealed that existence Learning among the
spent learning beginners’
the participants and in , participant level taking
Chinese.
orchestrated a society. Its Commu s, this Chinese,
repertoire of central idea nication, study German,
language is that and adopted Therefore, it is Japanese or
learning technologie Social the cautioned when Spanish as
strategies and s, when Strategie judging generalizing the foreign
frequently used they are s (Rubin criteria findings of this languages at
social and used, help 1975) proposed study into other university.
meta-cognitive to shape and by Oxford Lang. Learn.
contexts. Future
J. 48, 170–
strategies. the Meta- (1990). studies are 186. doi:
Analysis of the relations Cognitiv According called for to 10.1080/0957
qualitative data between e, to her, the adopt a 1736.2017.13
suggested that human Cognitiv mean of
longitudinal 70606
the beings and e, and the five-
paradigm with
participants’ the world Social- point Chen, L. J.,
larger sample
strategy use Affectiv Likert Wang, Y. P.,
was shaped by e scale population from and Rodway,
the learners’ Strategie represents various C. (2021).
self-agentic s a level of institutions. It is Social strategy
power (their (O’Mall using also use in online
beliefs and ey and learning recommended Chinese
Ideal L2 self), Chamot, strategies, learning.
to further
and the socio- 1990). with the Comput.
explore the Assist. Lang.
cultural 2. Strateg value interrelationship Learn. 1–15.
environment. y Use in above 3.5
between doi:
Specifically, Chinese as a high
strategy use and 10.1080/0958
their Langua level, the 8221.2021.18
value other factors of
strategy use ge 80442
between CSL learners
was Learning
3.0 and with diverse
mediated by Chinese
3.5 as an language
a host of as
intermedia proficiency
socio- foreign
language te-upper levels and
cultural level, and
(CFL) learning
factors, the value
learners’ experiences.
including between
strategy
learner 2.5 and
use has
beliefs, 3.0 as an
been
social drawing intermedia
agents, attention te-lower
cultural in recent level.
artifacts, years However,
and learning (Chu et the value
environment al., below 2.5
2015). symbolize
. Considered
together, the Existing s a low
findings research level.
illuminate mainly
the socially follows Table 2
situated Oxford’s reports
(1990) the level
nature of the
Strategy of
use of
Inventor
language strategy
y for
learning use in
Languag
strategy. e learning
That is, Learning Chinese
strategy use (SILL) among
of the and her the
participants criteria participa
stems from to nts. As
the interplay measure depicted
of learner and in Table
agency and evaluate 2, the
the overall
socio-
profiles mean of
cultural
of
factors. The the
strategy
findings strategy
use
also imply among use scale
the CFL was
3.606,
necessity of learners. which
strategy- Social was
based strategie above
instruction s were 3.5. This
and found to suggested
be
highlight the that the
frequentl
importance participa
y used
of a by CFL nts
Chinese- learners displayed
speaking in a high
environment various level of
for Chinese contexts deployin
learning. such as g
Australia learning
(Jiang strategies
and Wu, in
2016), general.
Spain
(Wang
In
and
addition,
Cáceres-
Lorenzo, the
2019) means for
and social,
Brazil meta-
 (Yang et cognitive
al., and
2021). memory
3. Strateg strategies
y Use were
From a 3.888,
Socio- 3.836,
Cultura and
l 3.562,
Perspec respectiv
tive ely, all
The above
socio- 3.5.
cultural
These
perspecti
results
ve
conceptu revealed
alizes that the
human participa
beings’ nts
cognitiv exhibited
e a high
develop level of
ment as using
a these
mediatio
nal three
process dimensio
in which nal
a host of strategies
personal, . By
social,
contrast,
cultural
the
and
physical means for
tools are cognitive,
applied affective
by the and
individu compens
al to ation
actualize strategies
the were
meaning 3.467,
fulness 3.444,
of an and
activity
3.437,
(Vygots
respectiv
ky,
1978; ely, all
Lantolf, these
2000). values
falling
The
 mediatio between
nal 3.0 and
perspecti 3.5.
ve is
introduc
These
ed to results
understa implied
nd that the
strategy participa
use of nts were
second/f
at an
oreign
language intermedi
learning ate-upper
(Donato level in
and endorsing
Mccormi these
ck,
three
1994;
Gao, subcateg
2006). ories of
4. Researc learning
h strategies
Design .
Researc
h
Questio
ns
1) What
are the
features
of
learning
strategie
s among
the
CSL
learners
?
(2)
What
mediati
onal
factors
might
have
contribu
ted to
the use
of
learning
 strategie
s among
those
CSL
learners
?
5. Researc
h
Context
and
Partici
pants.
Factors
This
Influencing
study
Strategy
was
Use Among
conducte
the
d at a
Participants
provinci
1. Social
al key
Agent
universit
y in s.
Central Social
China. agents
One refer
hundred to
eighty- import
nine ant
CSL others
learners includ
were ing
involved
teache
in the
rs,
question
naire peers
survey and
of this friend
study. s,
These parent
participa s and
nts other
included family
55 males memb
and 134 ers,
females, who
who
might
were
media
from 26
countries te
includin learne
g rs’
Morocco strateg
, y use
Kazakhs in
tan, their
Congo, secon
Zimbab d/forei
we,
gn
Thailand
langua
, Russia
and ge
others. learni
They ng
ranged (Gao,
in age 2006;
from 16 Li,
to 26, 2014).
with an The
average intervi
age of ew
21.37. data
Among
reveal
these
ed that
participa
nts, 90 the
of them CSL
had an learne
experien rs’
ce of applic
learning ation
Chinese of
<6 learni
months, ng
80 of
strateg
them
ies
from 6
to 12 was
months media
and 19 ted by
of them a
over 12 numb
months. er of
import
ant
others
includ
ing
teache
rs and
peers.
A
good
rappor
t
betwe
en
teache
rs and
studen
ts
seems
to
have
media
ted the
intervi
ewees
’
deplo
yment
of
affecti
ve
strateg
ies.
For
instan
ce,
Intervi
ewee
Hadi
ackno
wledg
ed the
media
ting
effect
of his
teache
r on
his
endors
ement
of
social-
affecti
ve
strateg
ies:
“Well
I
found
most
of the
Chine
se
teache
rs here
are
quite
helpfu
l and
very
friendl
y, and
they
alway
s
motiv
ate us
to
learn
in an
easier
way
 and
give
us the
tips to
learn
it”
(Hadi,
Extrac
t 1).

2. Learn
er
Self.
Privat
e
speec
h is
often
appro
bated
by
learne
rs to
regula
te
their
langua
ge
learni
ng
(Xu
and
Fu,
2019).
It
refers
to the
behavi
or of
whistl
ing or
murm
uring
to
onesel
f
during
langua
ge
learni
ng
(Xi,
2020),
which
contri
butes
to the
cognit
ive
develo
pment
of the
learne
rs (de
Guerr
ero
and
Com
mande
r,
2013).
The
analys
is of
the
intervi
ew
data
reveal
ed that
privat
e
speec
h was
applie
d by
the
intervi
ewees
to
media
te
their
exerci
se of
metac
ogniti
ve
strateg
ies.
For
examp
le,
Ahao,
a
compe
tent
learne
r, said
as
follow
s: “I
keep
telling
mysel
f that I
need
to fill
out all
by
 mysel
f. . . . I
do
make
plans
for
what
am I
going
to
study
Chine
se
every
day”
(Ahao
,
Extrac
t 5).

3. Cultu
ral
Artifa
cts.
Cultur
al
artifac
ts are
a kind
of
media
tional
resour
ces
associ
ated
with
semiot
ic
signs
and
physic
al
tools
(Vygo
tsky,
1978).
Cultur
al
artifac
ts
includ
e
lingui
stic
and
non-
lingui
stic
resour
ces
which
could
promo
te
cognit
ive
develo
pment
.
Media
tional
resour
ces
like
mothe
r
tongu
e, the
target
langua
ge,
textbo
oks
and
online
materi
als
have
been
found
to
influe
nce
learne
rs’
strateg
y use
(Lei,
2012;
Li,
2014).

The
intervi
ews
sugge
sted
that
the
mediu
m
langua
ge of
comm
unicat
ion
was
claime
d to
have a
media
ting
effect
upon
the
learne
rs’
emplo
yment
of
compe
nsatio
n
strateg
ies.
Learn
ers
would
turn to
the
comm
only
accept
ed
mediu
m
langua
ge in
case
of a
break
down
in
their
comm
unicat
ion.
For
examp
le,
Doha
said
that
“Whe
n
people
don’t
unders
tand
my
Chine
se, I
would
use
Englis
h (to
explai
n
again)
”
(Doha
,
Extrac
t 7).
The
examp
le
indica
tes
that
partici
pants
like
Doha
were
able to
endors
e
compe
nsatio
n
strateg
ies in
circu
mstan
ces in
which
they
encou
ntered
break
downs
in an
attem
pt to
 comm
unicat
e by
utilizi
ng the
target
langua
ge
such
as
Chine
se.

4. Learn
ing
Envir
onme
nt.
Learni
ng
enviro
nment
includ
es the
contex
ts for
learni
ng at
micro
level
like
institu
tional
learni
ng
condit
ions
and
macro
levels
such
as
social
enviro
nment
(Lamb
,
2013).
Social
enviro
nment
was
found
to
influe
nce
the
harnes
sing
of
social
strateg
ies
amon
g the
partici
pants.
For
examp
le,
Ahao
said:
“I
learn
Chine
se
becau
se I
want
to stay
here
in
future.
To
surviv
e in
China
requir
es me
to
learn
Chine
se as
well
as
Chine
se
people
.
Theref
ore, I
learn
it by
conve
rsing
with
the
locals
aroun
d us,
which
is
benefi
cial
for my
Chine
se
learni
ng”
(Ahao
,
Extrac
t 12).
His
ideal
L2
self
seeme
d to
shape
his
strateg
ic
belief
that
sociali
zing
with
the
locals
is
effecti
ve for
learni
ng
Chine
se.