On a joint research project assessing language learning strategies used by university students of EFL in Turkey and Romania

Abstract

1 IntroductionThe joint project between Banat University of Agricultural Sciences and Veterinary Medicine Michael I of Romania from Timisoara and Onsekiz Mart University of Canakkale, Turkey draws a parallel between language learning strategies preferred by Romanian and Turkish students of English as a foreign language (EFL). The study highlights importance of language learning strategies (LLSs) and great relevance of strategy training in EFL learning. Teachers in both academic centres have conducted questionnaires in order to identify language learning strategies applied and favoured by students with different learning styles. A total number of 120 Romanian students and 121 Turkish respondents who had studied English for at least five years participated in case study. The analysis of collected data was followed by an assessment of students' achieved levels of EFL in correspondence to learning skills they have developed. Our basic aim has been to highlight LLSs which are conducive to language proficiency and to enforce expedience of teaching based on raising learners' awareness of those particular strategies. The relevance of cognitive paradigm also comes as a subsidiary inference from our case study. The fact that high achievers tend to favour cognitive and metacognitive learning tools leads us to conjecture that our own teaching styles should focus more on teaching students how to learn. It is, therefore, English teacher's task to raise awareness regarding all other types of learning in general and to assist students in becoming independent learners.2 Theoretical BackgroundWhen embarking upon such a study, it is indispensable to begin with an overview of basic notions and approaches that have so far been advanced regarding language learning strategies. Researchers such as Anderson (2005), O'Malley and Chamot (1990), Weinstein and Mayer (1986) and others have defined and classified language learning strategies, correlating them with learner behaviours. Learning strategies are seen as behaviors and thoughts that a learner engages in during learning that are intended to influence learner's encoding process (Weinstein , & Mayer 1986). Despite considerably divergent strategy inventories and standpoints, most authors concur upon considering LLSs procedures which assist the acquisition, storage, retrieval, or use of information, as recapped by Oxford (1990:8), thereby enhancing effectiveness of learning processes.Moreover, Strategy Inventory for Language Learning (SILL 1990) proposed by Oxford is considered highly reliable, therefore being used as a tool by practitioners in field and widely applied across cultural groups. These are reasons which have informed our choice of following this particular inventory of learning strategies, which we consider most up-to-date and comprehensive one. Oxford's SILL classifies language learning strategies and expounds on following taxonomy: memory strategies (how students remember language), cognitive strategies (how students think about their learning), metacognitive strategies (how students manage their learning), compensation strategies (how students make up for language insufficiency), affective strategies (how students feel about learning), and social strategies (how students interact with others). Although language learning was once modestly connected to memorization processes, research has put forward more insightful approaches to learning. Memory strategies assist learners in making connections between previous and newly provided information by establishing mental linkages. However, despite enhancing vocabulary consolidation, this type of strategy relies mainly on superficial processes, such as making associations between words and images, reiteration, rhyme using, and other varieties of mnemonics.It is cognitive strategies that entail more profound mental associations and also afford prevalent space for debate among researchers during last three decades. …