Enhancing English Speaking Skills: The Role of Learning Strategies among English Majors

This study investigates the learning strategies employed by English majors to enhance their English-speaking skills, with a focus on potential differences among sophomores, juniors, and seniors. A total of 220 participants completed a thirty-item five-point Likert scale questionnaire. The results revealed that metacognitive, cognitive, and social strategies were utilized more frequently than affective and memory strategies. Notably, the least used strategies included initiating conversations in natural settings and self-evaluating speech performance. These findings highlight a preference for strategies that facilitate structured learning and alleviate communication anxiety, while also indicating variability in strategy use throughout different stages of speaking development.