Date of Award

January 2022

Document Type


Degree Name

Doctor of Philosophy (PhD)


Teaching & Learning

First Advisor

Woei Hung


Like many other areas of human knowledge, the field of language learning has undergone changes as a consequence of the application of digital technologies. Extensive exposure and anytime and anywhere access availability to data in a second or foreign language (L2) bring almost unlimited learning opportunities for digital age students, which affects their learning behaviors also known as language learning strategies (LLS). The purpose of the present study is to define preferred LLS patterns of digitally native L2 learners and to establish relationships between types of existing digital technologies, learners’ demographic characteristics, and the use of learning strategies to support the development of specific language skills and aspects. The setting for this study was made up by a medium-sized university in the northern U.S., particularly, its undergraduate student population enrolled in foreign language courses in the Department of Modern and Classical Languages and Literatures during the 2021 fall semester. They were asked to complete a survey that contained the original validated version of the Strategy Inventory for Language Learning (SILL) instrument (Oxford, 1990) and three additional sections disclosing the participants’ demographics, technology use experience, and targeted language skills and aspects. Both descriptive and inferential quantitative methods of data analysis were used in the study to elucidate the research questions. A number of analytic procedures using SPSS® Statistics software were performed to find out detailed statistic values of the research variables. Frequencies and descriptive statistics, analysis of correlations, extreme groupings t-tests to explore the relationships between the subsets of categorical variables, and factor analysis of LLS domains were implemented to identify meaningful patterns of technology use in L2 learning. Data from this study provide a view of how the Digital Natives themselves see their technology use and approaches to learning. Research conclusions based on obtained self-reported evidence allow us to make broader recommendations for changes in the L2 teaching methodology. They may also prevent instructors from making unsupported assumptions about their students' mastery of educational technology, and, thereby, from neglecting to teach students the skills they need for academic success. Keywords: digital native learner, digital technology categories, language learning strategies, L2 language skills