Metacognitive language-learning strategy and language-learning style: A study of English L2 learners at a vocational education institute in Hong Kong

This study identifies the relationship between preferred MCLLSs and language-learning styles (LLSYs) and their patterns of use amongst a selected group of learners at a vocational education institute in Hong Kong. The quantitative data reveal a medium to high use of MCLLSs among learners and a prevalence of multiple major preferences. The qualitative data show the reasons for using and not using particular MCLLSs, the reasons for preferring and not preferring particular LLSYs, situations and language tasks in which MCLLSs were selectively used and in which particular LLSYs were favoured. Despite the existence of the discrepancies between the quantitative and qualitative data, the findings from the two data sources were consistent in showing that there were no differences in the MCLLS use of learners with each of the six major style preferences. The target groups for this book include practitioners, students, teacher trainees, researchers and policy makers in TESOL or related field.