Language Learning Strategy Profile of University Learners in the Tanzanian Hybrid Language Learning Context

Language learning, as crucial as it, is related to many factors including sociological, psychological, cognitive psychological, biological and cross-cultural factors Among these factors is the language situation in a country. This study focused on the Hybrid language learning context among Tanzanian university language learners. This study sought to establish the overall strategy profile, the preference among the six strategy categories and the preferences among the individual strategies. Guided by Sociocultural Theory by Vygotsky (1978), a total of 510 respondents randomly sampled from both public and private universities after stratification were involved. Questionnaire based on Oxford (1990) SILL was adopted. Data was statistically analysed using SPSS Version 20. Findings from the study indicated that the language learning strategy use, as measured by the SILL, was moderate (M= 3.4). In terms of the six strategy categories, they were reportedly used in the order of metacognitive, social, cognitive, affective, memory and compensation; with metacognitive strategies used the most frequently (M=3.87) followed by social strategies (M=3.603). The least used strategies (M=2.909) reported were the compensation strategies. The preference for metacognitive strategies can be attributed to the learning culture and the education system examinations oriented and hence learners are expected to be keen on monitoring their progress in language learning and also since learning takes place in poor-input environments, learners try to look for opportunities to practice the language. The argument for the low usage of compensation strategies is due to delayed production or avoidance. They prefer to pay attention when someone is speaking to participating in conversations yet compensation strategies are production strategies. It was also observed that the respondents avoid conversations in English. This is attributed to the low proficiency in English which again goes back to lack of practice opportunities. Regarding individual strategies, the metacognitive strategy of “I pay attention when someone is speaking in English†(No 32) was reported the most frequently used strategy item. On the other hand, the memory strategies of “using flashcards, vocabulary lists to learn new English words†(No 6) was the least reported. The findings indicate that language learners vary widely in their choices and usage of strategies and therefore more research should be conducted on other factors to establish the trend so that language teachers, learners and other stakeholders can be guided appropriately on matters language teaching and learning.