Reconsidering Strategy Instruction for Gen Z High School Learners: Psychological and Mental Well-Being in Mind

This quantitative correlational study provides a comprehensive investigation into the utilization of strategies by high school students in learning English as a Foreign Language (EFL). It examines potential differences based on proficiency levels and gender. A sample of 78 students (39 females, 39 males) participated, and data was collected through a comprehensive strategy inventory. The findings revealed that high-proficiency learners exhibited a wider range of strategies, with compensation and metacognitive strategies being the most prominent. Medium-proficiency learners demonstrated moderate strategy use, emphasizing balance and metacognitive strategies. Conversely, low-proficiency learners engaged in strategies to a lesser extent, leaning towards social strategies. Gender, however, did not significantly influence overall strategy use across proficiency levels. Affective strategies were the least employed strategy type among all proficiency groups. Based on the findings, it is suggested that the creation of EFL resources with strategy instruction in mind is essential. EFL teachers should prioritize affective strategies to contribute to the learners' psychological and mental well-being when teaching Gen Z high school learners. Strategy instruction, especially affective strategies, empowers students to understand, apply, and adapt strategies to effectively deal with psychological and emotional challenges they face during their language learning process. A more flexible approach, in which EFL teachers adjust strategies to align with the specific needs of both high and low-proficiency students, is recommended. Coursebook authors are recommended to integrate strategy use, particularly tailored to the needs of learners.