Abstract:
This study examined the language learning strategies (LLS) used by Chinese students in online English language courses and investigated their relationship with academic achievement. This research uses a mixed-methods approach, collecting both qualitative and quantitative data through online surveys and interviews with Chinese students studying English courses taught online at Chiang Rai Rajabhat University. The results indicated that Chinese learners used a variety of LLS. Internet strategies were the most frequently used by high, medium, and low achievers, but did not correlate with academic achievement. The second most used strategy was time management, especially by high achievers. Social strategies were the third most used by all groups of Chinese students, and high achievers used cognitive strategies more than medium and low-performing students. Additionally, the research found that memory strategies, cognitive strategies, metacognitive strategies, self-monitoring strategies, compensation strategies, social strategies, time management strategies, and concentration regulation strategies had a significant relationship at the .01 level with English language learning outcomes. However, no significant relationship was found between internet strategies and English language learning outcomes. The research emphasizes the importance of enhancing effective learning strategies to maximize the language learning potential of Chinese students studying in online English courses.