erdEducation Reform and Development2652-53642652-5372Bio-Byword Scientific Publishing Pty. Ltd.10.26689/erd.v8i8.15228ArticleBeyond the Average Learner: A Latent Profile Analysis of English Learning Strategy Use among University Studentshttps://artdesignp.com/journal/erd/8/8/10.26689/erd.v8i8.15228ZengJieshan2026882026-09-08Research on English learning strategies has traditionally relied on variable-centered analyses that describe the average learner, implicitly treating strategy use as a relatively uniform construct across individuals. Such an approach, however, may obscure meaningful differences in how learners actually combine and rely on strategies. This study adopted a person-centered approach to examine the heterogeneity of English learning strategy use among 251 university students. Participants completed a 50-item questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL), covering six dimensions: memory, cognitive, compensation, metacognitive, affective, and social strategies. Latent profile analysis (LPA) was used to identify subgroups of learners with distinct strategy-use patterns. A three-profile solution was retained, comprising a Low Strategy Use profile (14.7%), a Moderate Strategy Use profile (58.2%), and a High Strategy Use profile (27.1%). The three profiles differed consistently across all six strategy dimensions, with the High profile showing a comparatively pronounced elevation in metacognitive strategy use. These findings indicate that English learning strategy use is not homogeneous across the student population and that mean-level statistics alone may mask important subgroup differences. The results carry implications for differentiated strategy instruction, particularly the need to strengthen metacognitive regulation among moderate- and low-profile learners rather than applying uniform strategy training to all students.English learning strategies, Latent profile analysis, Learner heterogeneity, Person-centered approach, Strategy use profiles

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