How do English language learners apply language learning strategies in different proficiency levels? A case of Turkish EFL students
This research study investigates the learning strategy use by adopting survey method. One hundred and ten male (72.7%) and female (27.3%) EFL Turkish students participated in this study. They were selected randomly from five levels of proficiency, namely, beginner, elementary, pre-intermediate, inte...
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Veröffentlicht in: | Language in India 2012-10, Vol.12 (10), p.187-203 |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | This research study investigates the learning strategy use by adopting survey method. One hundred and ten male (72.7%) and female (27.3%) EFL Turkish students participated in this study. They were selected randomly from five levels of proficiency, namely, beginner, elementary, pre-intermediate, intermediate and upper-intermediate. The number of participants from each level was 22 students. A self-reported inventory, Strategy Inventory for Language Learning (SILL) (ESL/EFL Version) developed by Oxford (1990), was used to determine the participants' perceived strategy use. The results revealed that majority of the Turkish learners are medium users of language learning strategies (LLSs). Further, detailed analysis showed that almost one third of the learners used LLS frequently. Moreover, the findings indicated a relatively frequent use of metacognitive strategies but a relatively infrequent use of affective strategies by the learners. Finally, it was found that there was a significant difference in LLS use of Turkish learners of English in reference to their gender. Keywords: Language leaning strategies, Turkish leaners, Proficiency levels, EFL. |
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ISSN: | 1930-2940 1930-2940 |