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The current study investigates the language learning strategy use (LLSU) among EFL university freshmen and its relation to academic self-concept (ASC). Of six strategy categories, compensation strategies were reported as the most frequently used and social strategies were the least used. Participants with low and medium ASC used compensation strategies the most, while the participants of high ASC used metacognitive strategies the most. A significant positive relationship between strategy use and ASC was identified. All six strategy categories were found to be significant regarding different ASC of the research participants while only three particular strategy items were not. Among the strategy categories, metacognitive and cognitive strategies were found to have the highest correlations with ASC. Among the two components of ASC, academic effort was more highly related to overall strategy use than academic confidence. Educational implications and suggestions from the current study are presented to benefit the promotion of ASC and LLSU

A Study on Language Learning Strategy Use and Its Relation to Academic Self-concept: The Case of EFL Students in Taiwan