Arab World English Journal (AWEJ) Volume 13. Number3.  September 2022                                     Pp.170-184

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Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English
Learning and its Relationships to Gender and Proficiency

Ruixian Ma
Language Academy, Faculty of Human Science and Humanities,
Universiti Teknologi Malaysia, Johor, Malaysia
Department of Foreign Language Education and Teaching,
Hebei Finance University, Hebei, China
Corresponding Author:

Norhanim Abdul Samat
Language Academy, Faculty of Human Science and Humanities,
Universiti Teknologi Malaysia, Johor, Malaysia


Received: 06/21/2022                     Accepted: 08/13/2022                Published:09/24/2022


The purpose of this study was to examine Chinese undergraduate students’ language learning strategy use in flipped English learning and the effect of gender and language proficiency on strategy use. It aimed to enrich the research on language learning strategies as well as the flipped classroom and render implications to EFL instructors on developing students’ language learning strategy use in flipped English learning. Research questions in this study revolved around identifying the most and least frequently used language learning strategies in Chinese undergraduate students’ flipped English learning, and the influence of gender as well as language proficiency on the frequency of students’ strategy use. In this study, the researchers employed random sampling to select 109 students enrolled in the flipped English course for non-English majors at H University in China. Oxford’s (1990) Strategies Inventory of Language Learning (SILL) was modified for a flipped classroom context and employed to collect data. T-tests and ANOVAs were used to analyze the data. The results revealed that participants employed language learning strategies with medium frequency in flipped English learning. While they employed social strategies the most frequently, they used metacognitive strategies the least frequently. Furthermore, the male and female participants were not significantly different in their strategy use. However, there was a significant difference in strategy use in relation to English language proficiency in that high proficiency students employed strategies more frequently than low proficiency students. Pedagogical implications are provided.
Keywords: Chinese Undergraduate Students, English language proficiency, flipped classroom, gender,
language learning strategy

Cite as:  Ma, R., & Abdul Samat ,N. (2022). Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English Learning and its Relationships to Gender and Proficiency. Arab World English Journal, 13 (3) 170-184.


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Received: 06/21/2022  
Accepted: 08/13/2022 
Published: 09/24/2022

Ruixian Ma is a current PhD. student at Universiti Teknologi Malaysia. She is also a faculty member of Hebei Finance University in China. Her areas of expertise are Technology Enhanced Language Learning, Flipped Language Learning, Mobile Assisted Language Learning, Learner Affect. ORCid ID:

Dr. Norhanim Abdul Samat is a teacher trainer attached to University Teknologi Malaysia. She had her doctorate degree in process drama from the University of Waikato, New Zealand. Her areas of expertise are Applied Literature in the ELT classroom, Process Drama, Drama Education, Communication and Language Arts Education, Student Development and Community Learning. ORCiD ID: