This study identifies the relationship between preferred metacognitive language-learning strategies (MCLLSs) and language-learning styles (LLSYs) and their patterns of use amongst a selected group of learners at a vocational education institute in Hong Kong. Quantitative data were collected from 192 survey respondents and qualitative data from 8 interview participants. With regard to MCLLSs, the quantitative data reveal a medium to high use among learners, with Finding out about language learning, Self-monitoring and Paying attention identified as the most frequently used MCLLSs; with regard to style preferences, the quantitative data reveal a prevalence of multiple major preferences. The most favoured LLSYs are Auditory, Kinaesthetic and Group. The qualitative data show the reasons for using (and not using) particular MCLLSs as well as the reasons for preferring (and not preferring) particular LLSYs. The major factors which were found to determine the use of MCLLS were easiness of implementation, applicability, availability of opportunity, level of knowledge of strategies and motivation to use strategies. The major factors which were found to affect the choice of LLSYs were boredom, easiness in implementation and availability of practice opportunities. The study also identified the situations and language tasks in which MCLLSs were selectively used and in which particular LLSYs were favoured. The survey questionnaires and interviews reveal some differences in the use of MCLLSs and choice of LLSYs, and in the relationship between them. Despite the existence of these discrepancies, the findings from the two data sources were consistent in showing that there were no differences in the MCLLS use of learners with each of the six major style preferences. Several methodological issues, implications for teaching and directions for future research are discussed.

In the technological world that characterizes the 21st century society, new specialized developments are applied immediately to the different social environments and, especially, in education. Language teaching is no stranger to this unstoppable progress, thanks to the widespread implementation of the internet and of the web 2.0 in particular. New technologies help and can sometimes replace the more traditional systems used in foreign language teaching by favoring autonomous learning at any time and in any place. In this doctoral thesis, I review the literature on foreign language learning motivation, styles, and strategies applied to autonomous online platforms. This is done to present and describe the theoretical underpinnings of the COMALAT virtual learning platform, which was designed and created at the University of Alicante as a European Project in cooperation with the University of Siegen in Germany and the Aristotle University of Thessaloniki in Greece. Then, I report on a quantitative study that explores the attitudes, learning styles and strategies of 80 A2-B1 level EFL university students that make use of COMALAT. Besides determining the profile of the participants, the study aims to demonstrate the effects of previous training in online language learning strategies. As main conclusions, the following stand out: (a) the students’ use of this platform increases their level of foreign language learning as they can adapt it at their own pace and dedication; (b) the virtual learning environment provides a greater learning effectiveness by combining materials which consider the different learning styles; and (c) the application of the appropriate online learning strategies can help students to solve the different learning problems they may encounter while doing a self-directed online language course.