Language Learning Strategy Use and its Impact on Proficiency in Academic Writing of Tertiary Students

This research for a PhD dissertation on language learning strategies and academic writing skills of tertiary students in Fiji investigates the relationship between strategy preferences and proficiency in academic writing. It shows that the majority of students used language learning strategies with medium frequency. Metacognitive and cognitive strategies were used most frequently followed by social, compensation, memory and affective. There is a weak positive correlation between strategy use and academic language proficiency. Weaknesses in the undergraduate students‟ academic language cannot be attributed to their language learning strategies.