A complementary approach to lifelong learning strategies

Abstract

This paper examines how the language learning strategies that learners prefer in learning professional language at tertiary level can be used for lifelong education. It is well known that when learning a language learners use various learning strategies, but not all learners are equally successful in their studies. This research is based on the analysis of data obtained from two different surveys of learners’ preferred language learning strategies. Respondents spread over two levels of English proficiency and their learning strategies are compared. Self-evaluation and reflections on learning outcomes reveal how important or unimportant various learning strategies are and which might be relevant to lifelong learning. The study found that learners’ preferred individual strategies can be an effective way to foster their motivation for self-development and, in the long run, lifelong learning.

Keywords

• lifelong learning strategies
• self-evaluation
• reflective practice