How Do English Language Learners Apply Language Learning Strategies In Different Proficiency Levels? A Case of Turkish EFL Students (original) (raw)
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How do English language learners apply language learning strategies in different proficiency levels?
This research study investigates the learning strategy use by adopting survey method. One hundred and ten male (72.7%) and female (27.3%) EFL Turkish students participated in this study. They were selected randomly from five levels of proficiency, namely, beginner, , pre-intermediate, intermediate and upper-intermediate. The number of participants from each level was 22 students. A self-reported inventory, Strategy Inventory for Language Learning (SILL) (ESL/EFL Version) developed by , was used to determine the participants' perceived strategy use.
LANGUAGE LEARNING STRATEGY USE ACROSS PROFICIENCY LEVELS
Iranian adult female EFL learners were selected and divided into three different proficiency level groups. To collect data, Strategy Inventory for Language Learning (SILL) was used. One-way ANOVA procedures were used to analyze the obtained data. The results showed significant differences between the elementary level and the advanced level participants in their use of cognitive strategies, but the differences between the intermediate level group and the other two groups (elementary and advanced) were not significant. The same results were found in the participants' overall use of LLSs. However, in the use of the other five categories of LLSs across proficiency levels, no significant differences were found. The findings also showed that among the six learning strategies of SILL, cognitive strategies were the most frequently used strategy type followed by metacognitive strategies, and affective strategies were found to be the least frequently used type of LLSs.
An Evaluation of Language Learning Strategies Used by English Students
IJEE (Indonesian Journal of English Education), 2018
This research investigates the language learning strategies used by English students of Faculty of Teacher Training and Education (FKIP, hereafter) of Universitas Jambi. This research employed the Strategy Inventory for Language Learning (SILL) questionaires designed by Oxford (1990) to obtain data from 85 students of the fifth semester class 2015 studying at the English Department. The statistical analysis of the data revealed that students opted for metacognitive (Part D), social (Part F), cognitive (Part B), compensation (Part C), memory (Part A), and affective (Part E) strategies respectively as the most strategies they have used most in their language learning process. This finding shows that teachers can actually assess their students’ view about their learning strategies. This finding implies that teachers should be aware that students have different preferences to learn so that teachers need to be prepared to conduct variety of teaching strategies in their classrooms as wel...
Language Learning Strategy Used among Secondary School ESL Students
International Journal of Academic Research in Business and Social Sciences, 2022
The role of English as a Second Language in Malaysia has prompted ESL learners to explore multi techniques and strategies in learning. However, popular strategies applied by secondary students in Malaysia are not much known. Hence, this study aims to identify the language learning strategies employed by successful language learners among secondary school students in Malaysia. This research employs a survey research design that encompasses the strategy inventory for Language Learning (SILL) It includes the six strategies proposed by (Oxford, 1989). About 38 secondary school students from different states were selected through a purposive sampling technique to answer the survey for the data collection. For the finding, it is revealed that the secondary school students use metacognitive strategies the most, followed by cognitive and memory strategies, which are considered the least used among learning learners. As a result, even though all the three strategies are being employed in their language learning process, it appears that the metacognitive strategy is the one that stands out the most thus confirming its interrelations with successful language learners. Therefore, the language learners strategies practised among secondary school varies from metacognitive as the most preferable one, followed by cognitive, and lastly memory strategies hence reflecting their proficiency level as good language learners.
A Study of Language Learning Strategy Use among Indonesian EFL University Students
Register Journal
This study investigated the use of language learning strategies among 329 Indonesian undergraduate students in their English as foreign language learning. The Strategy Inventory for Language Learning (SILL) Version 7.0 for ESL/EFL learners developed by Oxford was employed to measure the students’ EFL learning strategies based on gender, study program, and English proficiency differences. A descriptive analysis and an independent t-test were used to analyze the collected data. The findings showed that the female, the social science, and the higher English proficiency students used overall language learning strategies more frequently in their EFL learning. Metacognitive was the strategy category most used by the students and compensation was the least used one. The memory, cognitive, metacognitive, affective, and social strategy categories were used at a high level and the compensation strategy category, at a moderate level. Although there were significant differences in the use of ov...
A study on language learning strategies of Turkish EFL learners at a state university
The present study aims to determine self-perceptions of three groups of adult EFL learners on language learning strategies and evaluate the relationship between variables such as gender and age of the learners, their level, type of the high schools the learners graduated, and the strategies used by the students in the foreign language learning process. In order to gather data, "Strategy Inventory for Language Learning" (SILL) questionnaire developed by Oxford was applied to 185 randomly-selected participants attending in preparatory classes at Pamukkale University from different levels ranging from elementary to intermediate levels.
Language learning strategy use of ESL students in an intensive English learning context
System, 2006
This study investigated the language learning strategy use of 55 ESL students with differing cultural and linguistic backgrounds enrolled in a college Intensive English Program (IEP). The IEP is a language learning institute for pre-admissions university ESL students, and is an important step in developing not only students' basic Interpersonal Communications Skills (BICS), but more importantly their Cognitive Academic Language Proficiency (CALP). Proficiency with academic English is a key contributor to students' success in learning in their second language. Using the Strategy Inventory for Language Learning (SILL), the study examines the relationship between language learning strategy use and second language proficiency, focusing on differences in strategy use across gender and nationality. The study found a curvilinear relationship between strategy use and English proficiency, revealing that students in the intermediate level reported more use of learning strategies than beginning and advanced levels. More strategic language learners advance along the proficiency continuum faster than less strategic ones. The study found that the students preferred to use metacognitive strategies most, whereas they showed the least use of affective and memory strategies. Females tended to use affective and social strategies more frequently than males. Conclusions and pedagogical implications of the findings are discussed. Ó 2006 Published by Elsevier Ltd.
Language Learning Strategy Preferences of Iranian EFL Students
ipedr.net
The current study was carried out with the intention of investigating the most preferred strategy used by EFL students in Iran. The instrument utilized in this study was Strategy Inventory for Language Learning (SILL) to assess the learners' strategy use frequency in language learning. The findings revealed that,in terms of overall strategy use, Iranian EFL learners are, in general, moderate strategy users. The results showed that Iranian EFL learners preferred to use metacognitive as the most frequently used language learning strategy and memory as the least frequently one.
ELP (Journal of English Language Pedagogy), 2020
The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their...
Language Learning Strategies in English Language Learning: A Survey Study
Lingua Pedagogia, Journal of English Teaching Studies
Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). The...