Language Learning Strategy Preferences of Turkish Students

The present study aims to explore the frequency of Language learning strategy use and examines the Language Learning strategies (LLS) of Thai Nguyen University (TNU) ethnic EFL learners in order to identify whether there is any meaningful relationship between the LLS and the learners' learning styles. 527 ethnic students at Thai Nguyen University participated in the study. The Language Learning Strategy Questionnaire which is based on the Strategy Inventory Language Learning from Oxford's (1990) and The Perceptual Learning Styles Preferences Questionnaire were administered to collect data for the present study. The findings from the present investigation, TNU ethnic students were medium strategy users. However, one strategy category, i.e., metacognitive category, was used at a high frequency as the most frequently used strategy category. Memory and cognitive strategies were used as the least frequently used categories by the participants of the study. In addition, learning styles did not have much influence on the learning strategy use.

ELP (Journal of English Language Pedagogy), 2020

The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their...

دراسات - العلوم الإنسانية والاجتماعية, 2019

Arabic and English are the foreign languages learnt most in Indonesia. Therefore, we investigated the students' inclinations in their learning strategies. Approximately 70 students from the Arabic and English majors at a university in Banda Aceh, Indonesia, filled in the modified Strategy Inventory for Language Learning questionnaire to obtain data. The results exposed the English students to employ more strategies than the Arabic students. From the six strategies, the Arabic students used meta-cognitive most, whilst the English students used meta-cognitive, compensation and social most. These strategies can be promoted in teaching so students can use them efficiently in language learning.

Ainara Journal, 2023

English as a second or foreign language, it is often found that learning English is not an easy task, In order to overcome that difficulty, there are many factors that can be counted in, including learning strategies. Learning strategies are considered as self-improvement devices that might be driven by learners themselves or by teachers. In addition, culture might play important role in determining learning strategy since culture cannot be separated from language as well as its learning/teaching. This paper attempts to provide a learning strategy that might meet with Indonesian students' cultural background. As noticed, Indonesians commonly hold mutual assistance as one of life principles. Hence, this paper also provides an explanation concerning learning strategy which may meet with mutual assistance principle: collaborative learning.

Menara Ilmu, 2018

Styles and strategies used in language learning actually different in terms, however, they give effects to the success of language learners. The learning styles comes from personality variables. Take for example; psychology, cognitive make up, socio-culture background and educational experience. Learning strategies relates to the behaviour or thought of learners to enhance their own learning. The functions of learning strategies is to make language learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable. The combination of language learning styles and strategies will create more independent and autonomous learners.

Jurnal Cakrawala Pendidikan, 2020

Learning styles, language learning strategies, and ethnicity are three important factors in language learning. The information about these three things is very useful for language teachers to prepare and implement effective language learning. This study was conducted to describe the students ' learning style and language learning strategy and to know the similarities/differences from the two elements of Java, Papua, Flores, Dayak, and Batak ethnics. A number of 175 participants were involved in the study. Research data were obtained through the Fleming's learning VARK questionnaire and a language learning strategy questionnaire from Oxford. The results of the two questionnaires were analyzed to determine the type of learning style and language learning strategy. The first finding suggests that the main learning styles of students from the five ethnics are variants [aural] and [kinesthetic] including variations in bimodal, and trimodal. The second finding shows that the major...

melta.org.my

Many factors would influence the type and frequency of use of language learning strategies some of which are gender, year of study and father's level of education. This study encompassed Bachelor's degree students of English Literature studying at the 196 with regard to gender, year and father's educational qualifications. One of the instruments used was the Strategy Inventory For Language Learning (SILL ESL/EFL version) for gauging the use of effective learning strategies used by students. Multivariate Analysis of Variance (MANOVA) was performed to see if there were significant differences in the use of direct vs. indirect strategies and the 6 strategy categories among students of different groups. It came to light that year of study affects students' use of strategies in that students of first year made the greatest use of meta-cognitive strategies and indirect strategies; however, Iranian students' gender and father's educational qualifications did not have much impacts on the use of LLSs. Moreover, Iranian students of all groups were high users as far as meta-cognitive strategy was concerned.

This study examined the influence of motivation and gender on the choice of language learning strategies by Iranian post-graduate students. One hundred and fifty six Iranian post-graduate students in Kerman province were selected based on a two-step cluster sampling. A translated version of Oxford's strategy inventory for language learning was administered to the participants to determine their use of strategies. Attitude/motivation test battery was also employed to identify the participants' type of motivation. Data analysis showed the following results: a) the participants reported the use of compensation, social, metacognitive, and affective strategies at a high level, whereas memory and cognitive strategies were reported at a medium level; b) integratively-motivated students showed higher overall strategies mean score than instrumentally-motivated ones but it was not statistically significant. Instrumentally-motivated students employed memory strategy more frequently than integratively-motivated students; c) female students employed strategies more frequently than male students. However, this difference was found to be not statistically significant. The findings also showed that the teachers should encourage the learners to actively employ all the strategies in their learning process. Future research may focus on the sub-categories of the strategies and other factors, such as attitude, age, major, personality types, and testing methods.

International Journal of English Language and Translation Studies, 2021

This study investigated a sample of 218 preparatory class university learners' beliefs about language learning and their use of strategies in the School of Language Preparatory School at Beykent University. Beyond the descriptions about beliefs and strategies, notably, the second objective of the study was to find out the relationship between the learners" beliefs about language learning and use of language learning strategies. The study obtained data using quantitative research methods. Pearson r correlation and descriptive analyses were used to analyze the data. Participants reported using metacognitive strategies most. Students had strong motivation and they believed in the importance of learning English and less afraid of speaking English with English speakers. Additionally, the results showed that students believed that repetition and practice in English played important role and English is important to get a better job in the future. The result of the Pearson r correlation revealed language learning strategies were significant correlation with language learning beliefs.

Dirasat Human and Social Sciences, 2019

Arabic and English are the foreign languages learnt most in Indonesia. Therefore, we investigated the students’ inclinations in their learning strategies. Approximately 70 students from the Arabic and English majors at a university in Banda Aceh, Indonesia, filled in the modified Strategy Inventory for Language Learning questionnaire to obtain data. The results exposed the English students to employ more strategies than the Arabic students. From the six strategies, the Arabic students used meta-cognitive most, whilst the English students used meta-cognitive, compensation and social most. These strategies can be promoted in teaching so students can use them efficiently in language learning.

It is undeniable that learners have different preferences i.e. styles in the way they process, perceive, take in and understand information. Understanding these preferences is of vital significance in the teaching and learning process. Researches on learning styles and strategies are very important as they can provide school teachers with new directions for making changes in their classrooms.This study aims at describing the relationship between strategies and learning styles and its impact on the students' success or failure in learning English as a foreign language.

The number of the undergraduate Turkish students studying at universities in Bosnia and Herzegovina has increased over the past few years. They usually study at the universities where the language of instruction is English, namely International University of Sarajevo and International Burch University. This research explores the differences in the adoption of language learning strategies between Turkish and Bosnian university students learning English for Academic Purposes (EAP) in Bosnia and Herzegovina. In Fall 2015, one hundred and forty Bosnian (n=140) and ninety-two Turkish (n=92) freshman university students were surveyed with the Strategy Inventory for Language Learning ‒ SILL 7.0 (Oxford, 1990) at International University of Sarajevo. The results revealed statistically significant differences in the adoption of memory, cognitive, and affective strategies. The analysis revealed no statistically significant differences in the adoption of compensation, metacognitive, and social strategies. In addition, an independent T-test showed a statistically significant difference in the overall adoption of the SILL strategies. The results show that cultural background partly accounts for preferences over particular language learning strategy clusters.

Heliyon, 2021

The present study explores English as a foreign language (EFL) learning strategies used in Hungarian, Chinese, and Mongolian university students with different cultural and linguistic backgrounds. A total of 519 university students participated in the survey from the three different countries. The Strategy Inventory for Language Learning (SILL), developed by Rebecca Oxford (2003), was administered to explore cross-cultural differences in strategy use in the study. To explain cultural divergences, we employed Hofstede's 6-D model of cultural values. The study identified a number of cross-cultural similarities and differences in strategy use among these three groups. All the subsamples similarly preferred the use of metacognitive learning strategies; however, there were some significant differences among the countries. A significant difference was observed in cognitive language learning strategy usage for the Hungarian subsample compared to the Mongolian subsample. With regard to the affective field, we noticed that the Mongolian and Chinese students employed affective strategies significantly more frequently. The Hungarian students rated the use of affective strategies the lowest by comparison. These differences may be partly linked to the cultural traditions of the participating countries. Our findings also suggest that although students' cultural background is a significant factor, linguistic and educational background and teaching traditions are also crucial.