Dataset on Language Learning Strategies Used by Chinese IELTS Learners: Survey and Interviews

This dataset supports the study titled “An Exploration of Language Learning Strategies (LLS) Among Chinese IELTS Learners.” The study explores the types, frequency, and influencing factors of Language Learning Strategies (LLS) used by Chinese learners preparing for the IELTS exam.

A mixed-methods approach was employed. The dataset includes:
(1) Quantitative data: Responses from 98 Chinese IELTS learners to a questionnaire based on Oxford’s (1990) Strategy Inventory for Language Learning (SILL) measuring the use of six categories of LLS (memory, cognitive, compensation, metacognitive, affective, and social strategies).
(1) Qualitative data: Transcripts from semi-structured interviews with 3 selected participants, providing deeper insights into individual learners' strategic behaviors and influencing factors.

The study aimed to answer the following research questions:
(1) What LLSs are frequently used by Chinese learners learning English for the IELTS?
(2) What is the difference in the use of LLSs among Chinese IELTS learners at different band levels?
(3) What are the factors that influence Chinese IELTS learners' use of LLSs?

Key findings suggest that social and metacognitive strategies were most frequently used overall. Learners with higher IELTS scores reported more frequent and diverse use of strategies, particularly in social, metacognitive, affective, and compensation categories. Eight major influencing factors were identified from the interviews.

This dataset may be valuable for researchers in applied linguistics, second language acquisition, and IELTS pedagogy. It can also inform teaching practices and strategy training programs for English language learners.