Abstract
This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 (n = 868) in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacognitive strategies in both years. Differences between more and less proficient language learners’ strategy use have also been found. With regard to the effect of LLS on foreign language attitude, the foreign language mark and school achievement, path analysis indicated a good fit in both years. The metacognitive, social and memory strategies primarily influenced foreign language attitudes and marks in Year 5. The metacognitive strategies had a slight impact on school achievement as well as on foreign language marks. We demonstrated the dominant effect of metacognitive strategies and the low effect of memory strategies in Year 8. In addition, metacognitive strategies also influenced foreign language marks. The effect of foreign language marks on school achievement was also remarkable. There was a strong impact on the children’s attitudes through these variables.
Highlights
In recent decades, a number of studies have focused on foreign language learning, with the emphasis often having been placed on language learning strategies (LLS; Wong and Nunan, 2011; Oxford, 2016)
Recent studies have mainly dealt with LLS among university students and upper secondary students, with only a few investigations having been conducted among lower secondary students
Our specific research question we focus on in this paper is the following: What are the lower secondary school children’s strategy use preferences and how these are connected with their foreign language attitude, proficiency and general school achievement? Based on the relevant literature we assume that students of this age mainly employ indirect strategies, such as affective, metacognitive and social strategies and these have a significant impact on their foreign language learning attitude, proficiency and general school achievement
Summary
A number of studies have focused on foreign language learning, with the emphasis often having been placed on language learning strategies (LLS; Wong and Nunan, 2011; Oxford, 2016). We aim to examine young Hungarian students’ LLS use and its connexion to foreign language attitude, the foreign language mark and school achievement at the beginning and end of lower secondary school. We believe that it adds value to the article that we have investigated a young age group, as the beginning period of language learning can establish the success of the entire process. Another advantage of our research is that we analysed the whole language learning process in connexion with several other factors to represent the complexity of the language learning process
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