A study of the effects of language learning strategies and skills on students' independent thinking

Abstract

This seminar paper examines the role of language learning strategies (LLS) and skills in fostering independent thinking among students in a foreign language learning environment. Through a systematic literature review, the study analyzed how metacognitive, cognitive, and social strategies (e.g., goal-setting, self-monitoring, and peer interaction) promote learners' ability to independently analyze problems, integrate information, and develop original ideas. The main findings indicated that metacognitive strategies were most strongly associated with independent thinking, and that they significantly enhanced self-efficacy by helping learners regulate the learning process (e.g., progress reflection and adaptive planning). Cognitive strategies (especially skimming in reading and revising in writing) enabled students to process text independently, while social strategies reduced reliance on teacher feedback in speaking tasks. In addition, multimodal tasks integrating multilingual skills (e.g., digital storytelling) demonstrated the potential to promote self-directed learning by requiring learners to synthesize competencies without direct supervision.