The Relation Between Language Learning Strategies and Achievement of English Language Learners

Abstract

This study aims to determine the students’ strategy preferences and to explore the relationship between the language learning strategies of the students and their academic achievement in language skills. The research was conducted with the participation of 405 (F=162, M=243) preparatory program students of a school of foreign languages at a state university in Turkey. In accordance with the purpose of the study, the Turkish version of the Strategy Inventory of Language Learning for English Language Learners Student Form (SILL-ELL Student Form) adapted by Ardeshava and Tretter (2013) was used to gather data. As a result, students use metacognitive and social strategies, among indirect strategies, more than other strategy categories. Further, it was found that students use strategies moderately and there is female superiority in using language learning strategies. In addition, some sub-categories of language learning strategies have an impact on achievement in skills and some measures of the language achievement test.