#4350. Editorial 31.3

September 2026publication date
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Journal’s subject area:
Education
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Abstract:
This study attempted to analyze learning strategies used by schools for learning English. Results indicate that speakers mostly used cognitive strategies when learning English, while memory strategies were the least used. Besides, the use of memory strategies among students of different age varied significantly, and little difference was observed in the use of metacognitive strategies. This study not only provides new evidence that grade level and study time affect the use of English learning strategies, but also yields some important pedagogical implications.
Keywords:
Learning strategies; pedagogical implications; students; metacognitive strategies

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