Abstract

The study intends to explore how students’ strategies are linked to learning styles and intelligences in foreign language learning. The participants are 107 high school students in south Taiwan. The research instruments include students’ English scores on the high school entrance exam and a set of questionnaires dealing with their strategy use (Oxford, 1990), preferred learning styles (Reid, 1998), and multiple intelligences (Gardner, 1983). It’s found that some linkages do exist among strategy use, learning styles, intelligences, and English performance. It’s suggested that students be aware of their own strategy use, style preferences and intelligences, and be provided with appropriate use, practice, and chances to use their potential.