Beyond frequency: exploring language learning strategies and their impact on academic performance among ethnic minority EFL students

Abstract

This study investigates the use of language learning strategies (LLS) and their relationship with academic performance among ethnic minority students majoring in English at a Vietnamese university. Adopting an explanatory sequential mixed-methods design, quantitative data were collected from 158 students using a questionnaire adapted from the Strategy Inventory for Language Learning (SILL), followed by semi-structured interviews with 12 participants to provide deeper insights into students’ learning experiences.
The findings indicate that students reported a moderate level of overall strategy use, with metacognitive strategies being the most frequently employed. Significant differences were found across proficiency levels, with higher-performing students demonstrating more frequent and diverse use of strategies. Correlation analysis revealed a positive relationship between strategy use and academic performance, particularly for cognitive and metacognitive strategies. Qualitative findings further highlight the influence of socio-cultural and educational factors, including limited exposure to English, lack of learning resources, and cultural hesitation in communication.
The study contributes to the literature by moving beyond a descriptive focus on strategy frequency and conceptualizing strategy use as a context-dependent practice shaped by socio-cultural conditions. The findings offer important implications for designing more inclusive and context-sensitive English language teaching practices for ethnic minority students in higher education.