Distance Students' Language Learning Strategies in Asynchronous and Synchronous Environments.

This article examines distance students' language learning strategies (LLS) in asynchronous and synchronous online Chinese language learning environments at an Australian university. Findings indicate that students employ a significantly wider and more diverse range of LLS, including cognitive, metacognitive, social, compensation, memory, and affective strategies, in asynchronous settings, where time flexibility and self-directed learning prevail. In contrast, synchronous environments, characterized by limited and teacher-led interaction time, see more restricted and less frequent use of LLS, primarily cognitive, social, and compensation strategies. The study highlights the importance of environment-dependent LLS training integrated into curriculum design to enhance learners' strategic use of technological tools and promote learner autonomy, especially emphasizing metacognitive strategies in asynchronous learning. Limitations include a small participant sample and lack of observation of off-screen learner behaviors.