The effect of the relationship between learning and teaching strategies on academic achievement

The purpose of this study is (1) to identify the strategies used by the students and the teachers in the School of Foreign Languages at Erciyes University, (2) to find out whether there is a difference between the strategies used by the two groups, (3) to investigate the effect of the students' gender, age and department on their strategy preferences, (4) to see the relationship between the language learning strategies of the learners and their academic success, and (5) to investigate the effect of the relationship between the language learning strategies of the students and language teaching strategies of teachers on the academic achievement of the students. A statistically significant difference was found among all types of strategies used by the learners and the teachers. While the relationship between the compensation strategy and the academic success of the students was statistically significant, the affective strategy was found to have a negative meaningful relation with the academic success of the students. No relationship was found between the other strategies and the learners' academic success. However, the mostly favoured strategies used by both the students and the teachers were metacognitive strategies and compensation strategies. At the end of the present study some recommendations for foreign language teachers to use these strategies effectively were made.