Browsing by Subject "Language learning strategies"

Now showing 1 - 3 of 3

Open Access
Effects of instruction in vocabulary learning strategies
(2006) Tezgiden, S. Yasemin
This study investigated the effects of vocabulary learning strategy instruction on learners’ reported strategy use and their perceptions of usefulness. It also sought to find out the learner and teacher attitudes towards strategy instruction. This study was conducted with the participation of one pre-intermediate English preparation class at Afyon Kocatepe University, School of Foreign Languages and their teacher. The three-week strategy instruction was given by the classroom teacher according to the lesson plans developed by the researcher. The data were collected through classroom observation, vocabulary learning strategies questionnaires, learner and teacher interviews and learning diaries. The analyses of the quantitative and qualitative data revealed that the strategy instruction had a positive impact on strategy use, but it failed to create a significant increase in learner perceptions of usefulness. However, both learner and teacher attitudes were positive towards strategy instruction. This study implied that instruction in vocabulary learning strategies may have a role to play in the university level Turkish EFL context, as it may contribute to the learner independence by encouraging students to reflect on their own learning process.
Open Access
Language learning strategies in bilingual context: a case study
(2017-05) Eteke, Ceren
This study aims to investigate the language learning strategies (LLSs) employed by 118 high school students, ranging between 14 and 18-year-olds and receiving bilingual education, for identifying the commonly used direct and indirect strategies and if the use of LLSs differs with respect to age, gender, grade level, proficiency level and importance given to proficiency. The data were collected through Strategy Inventory for Language Learning (SILL, Version 7.0) from a high school offering bilingual degrees in Ankara. The results of the study revealed that memory and metacognitive strategies are the most, but compensatory and affective strategies are the least preferred strategies, and that the use of some of the sub-categories of LLSs differs depending on age, gender, grade level, proficiency level and importance given to proficiency. Also, bilingual high school students, generally, at younger ages, who are female, at lower grades, with lower proficiency level, and who consider their proficiency as “very important tend to utilize LLSs more.
Open Access
Language learning strategies of first-year students in an English medium higher education context
(2024-01) Oruç, İremnur
The purpose of this study is to investigate the language learning strategies of first-year students at a foundation university in Türkiye where the medium of instruction is English. More specifically, the study aimed to explain what direct and indirect strategies, and accompanying strategy sets, were used by the students. It also examined any potential differences in the strategy used based on gender. This study used a single-case design, shifting attention to a particular and less-explored context, incorporating cross-sectional survey, and causal-comparative designs. The researcher collected the data through a survey within the framework of Strategy Inventory for Language Learning (SILL, Version 7.0) tool and 82 first-year students voluntarily participated in the study. The findings indicated that the direct strategies were preferred more than the indirect strategies. More specifically, within Direct strategies, Compensatory strategies are highly favored; in contrast, Metacognitive strategies are moderately favored across Indirect strategies. As for the least used strategies, Memory strategies as one of the groups in the Direct strategies, and Affective strategies within the Indirect strategies are favored the least. Additionally, female first-year students preferred to use direct strategies more than male first-year students although the observed difference is not statistically significant. More specifically, when Direct strategies are considered, Compensatory strategies are highly favored by both female and male first-year students, but female students use them more frequently. Similarly, among Indirect strategies, male participants highly favor Social strategies, while female participants moderately favor Metacognitive strategies the most. Finally, in relation to two strategies under the Cognitive strategies, statistically significant results favoring female students were observed.