Although much research has been conducted into language learning strategies for the four different skills, i.e., reading, listening, writing, and speaking, no research on this topic has...Show moreAlthough much research has been conducted into language learning strategies for the four different skills, i.e., reading, listening, writing, and speaking, no research on this topic has investigated the effect of technology on the language learning process. This thesis examines the language learning strategies that are employed by experienced language learners using a technology-assisted language learning application in order to fill this gap. Data was collected by asking four participants to fill in diary entries related to their language learning behavior for 30 days, while using Duolingo. Two of the participants were then invited to participate in a follow-up interview, which was aimed at uncovering more about what the participants did and why they decided to do so. The data collected in the diary entries and interview transcriptions were analyzed using Grounded Theory. The results showed that the experienced language learners who participated in this experiment employed five different types of technology-assisted language learning strategies, namely (a) internal motivation, (b) external motivation, (c) meta-cognitive, (d) time management, and (e) cognitive. These types can be further subdivided into more specific language learning strategies, such as motivation management and resource selection. Based on these findings a new taxonomy of technology-assisted language learning was proposed and implications for autonomous and classroom-based language learners as well as language educators were concluded.Show less
