An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

Ozgul Balci

doi:10.5539/elt.v10n4p53

Abstract

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

Highlights

Individual differences have been a remarkable point in language learning as in the other fields of education
The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles
Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002)

Summary

Introduction

Individual differences have been a remarkable point in language learning as in the other fields of education. Learning styles and strategies can be said to be the most outstanding, discussed and researched factors among all other learner differences in mainstream literature on language learning (Brown, 2000; Ehrman, Leaver, & Oxford, 2003; Oxford, 2001; Peacock, 2001). Oxford (2001) explicitly suggests that language learning styles and strategies are among the key factors in determining the quality of student learning in second and foreign language (L2). Brown (2000) defines learning styles as individual characteristics of intellectual functioning which are consistent and rather enduring. One of the leading researchers in the field, Reid (1995) defines learning styles as the internal characteristics often used unconsciously during receiving and processing new information

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Conclusion