Abstract
The primary purpose of this study was to examine the relationship between language learning strategy use and foreign language achievement, focusing on differences in gender. A total of 263 English as a foreign language students enrolled in English preparatory class program at Necmettin Erbakan University, School of Foreign Languages participated in the study. This was a descriptive study in relational screening model. The Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007), was used as the data collection tool. Results from the study indicated that metacognitive strategies were the most frequently used strategies among the participants, while cognitive strategies were the least frequently used. There was no significant difference between the male and female students in terms of language learning strategy use except memory strategies. Also, low but statistically significant positive correlations were observed between foreign language achievement and cognitive (r=0.23; p=0.00), compensation (r=0.16; p=0.01) and metacognitive strategies (r=0.15; p=0.02). The findings reported in the study suggest that high-level strategy use could affect students’ achievement in foreign language preparatory classes.
Highlights
Language learning strategy research has attracted increasing attention since Rubin’s (1975) original article suggesting that the strategies of good language learners could help teachers improve their less successful students’ second/foreign language (L2) competence
As an attempt to respond to the call by El-Dib (2004) and given the research discussed above the present study explores the language learning strategy use of English as a foreign language (EFL) students enrolled in English preparatory class program at university and the relationship between language learning strategy use and foreign language achievement focusing on gender differences
This study provides support for the presence of positive associations between language learning strategy use and foreign language achievement
Summary
Language learning strategy research has attracted increasing attention since Rubin’s (1975) original article suggesting that the strategies of good language learners could help teachers improve their less successful students’ second/foreign language (L2) competence. Strategies successful language learners use has been subject to several studies (Bruen, 2001; Chamot & El-Dinary, 1999; Chamot & Kupper, 1989; Green & Oxford, 1995; Kunasaraphan, 2015; Park, 2010; Qingquan, Chatupote, & Teo, 2008) since to contribute to language proficiency enhancement in English as a second language (ESL) and English as a foreign language (EFL) context. Fewell (2010) indicates that studies investigating language learners in an EFL environment are quite rare when compared to available ESL research. Starting from this point of view, this study attempts to investigate the university preparatory class students’ language learning strategy use and the relationship between language learning strategy use and foreign language learning achievement. It is expected that findings from the current study will contribute to language learning, language teaching, and strategy research
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