Twenty Years after Griffiths: Reinvestigation of Skill-Specific Language Learning Strategies among Learners in the AI Era

Owing to the multidimensional nature of additional language acquisition, language learning strategies (LLS) function as crucial determinants in Language Skills Development (LSD) across all macro skills. The significance of these strategies is accentuated, given that advances in technology, specifically Artificial Intelligence (AI) over the past few years, have provided learners with more opportunities to facilitate their learning and also more challenges regarding reliable learning. Recognizing this, the present study sought to identify the most frequently used strategies, examine their correlations with end-of-term scores, and assess the role of AI in learning development among 48 Iranian upper-intermediate EFL learners. Data triangulation was achieved through a Language Skills Development questionnaire, interviews, and observations within a mixed-methods design. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed. The findings revealed that listening and speaking strategies were most frequently used, with a strong correlation between strategy use and language success, as measured by end-of-term scores (R = .875, R² = .765, p < .001). Additionally, the interview revealed strategies used by learners beyond those reported in the questionnaire, as well as the role of AI in their learning. Finally, there was a high degree of correspondence between self-reported data and observed classroom strategies. Such findings are hoped to expedite learners' autonomy and help teachers, material developers, and course designers integrate effective and AI-assisted skill-specific strategies more purposefully.