López Paz, Juan FranciscoFernández Nogueira, DonnaArenas Cendoya, AitorFacultad de Educación y Deporte2026-05-042026-05-042026-01-09https://hdl.handle.net/20.500.14454/5847The present study aims at giving insights into the use of Language Learning Strategies among adult and senior learners of English as a Foreign Language (EFL) of the Basque Official Language Schools, learning at levels A2 and B2 of the Common European Framework of Reference for Languages (CEFR). In a moment in which adult and older adult learning of foreign languages is becoming more popular and gaining social recognition, making research addressing this issue was deemed necessary, as there was not much research on the area in the past. A quantitative and qualitative research methodology was employed in this study. 71 participants answered a language learning context questionnaire and 70 among them the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), as a quantitative questionnaire. Moreover, 7 semi-structured interviews were conducted with participants of the same sample. The analysis of the data revealed that metacognitive strategies were the most frequently used ones. At the same time, there was a pattern of a higher use of strategies in the B2 English level and among high educational level learners, with statistically significant mean differences in the case of cognitive strategies in the B2 level and compensation strategies among high educational level learners. Strategy use remained moderate or medium overall. An intrinsic learning motivation oriented towards self-esteem improvement prevailed among the participants. English learning was generally connected to daily life practical improvements. Certain difficulties associated with vocabulary learning and listening/speaking skills development were also found. Participants generally focused more on reading comprehension and oral communication abilities. It can be stated that the learners engaged in frequent reflections on the learning process. Finally, strategy teaching/training in the classrooms is suggested, as well as taking into account more the needs and problems of older adult learners.engLingüísticaLingüística aplicadaEnseñanza de lenguas