Analysis of language learning strategies and stereotypical thoughts of preparatory school students

Abstract

This study identifies the usage of language learning strategies and stereotypical thoughts on foreign languages regarding gender and language marks. It is designed in both correlation model and descriptive comparative model. The research sample is composed of 184 preparatory school students studying at a state university. Two questionnaires are used in the collection of data: Oxford's Language Learning Strategies Scale (1990) and Ünal's (2015) Stereotypical Thoughts towards Foreign Language Scale. The findings show that the use of language learning strategies is moderate and metacognitive strategies are the most widely used ones. The strategies that are used more are indirect ones while cognitive strategies are the least frequently employed ones. Additionally, while female students use indirect strategies more than males, the use of direct strategies does not differ significantly according to gender. Also, in terms of foreign language scores, it is found out that students with higher marks tend to use indirect strategies more. The findings also indicate that stereotypical thoughts towards foreign languages are moderate. The highest mean scores are indicated by regret and collectivity when compared to the other categories. In terms of gender, the stereotypical thoughts of students differ significantly in favor of female students in categories as regret and collectivity. Regarding language scores, the level of stereotypical thoughts towards foreign language is high for unsuccessful students while successful ones tend to have less stereotypical thoughts. Finally, there is a mild and inverse relationship between the use of language learning strategies and stereotypical thoughts towards languages.

Language learning strategies research in English as foreign language contexts: A systematic literature review

“…Regarding the research designs identified, 34 investigations covered in this literature review can be considered non-intervention research. In this respect, 22 correlational studies attempted to associate LLS and other variables, such as learning characteristics [16], language proficiency [17], [18], [21], [27], [28], [41], [56], self-efficacy [19], [50], [53], self-regulation [23], [24], language learning beliefs [25], personality traits [29], learning styles [31], among others. Moreover, a total of 12 investigations can be categorized as survey research for they emphasize depicting the participants' use of LLS (e.g., [26], [30], [33], [35], [36], [40], [44], [48]).…”

“…Canbay [23] described the relationship between self-regulation and LLS of 264 secondary school students. Irgatoğlu [21] analyzed the usage of LLS and stereotypical thoughts of 184 preparatory school students, regarding gender and language marks. Other studies that assessed learners' selection of LLS at the school level are Duong and Nguyen's [52] studies could be regarded as continuing the tradition of LLS research since they relied on the SILL to identify students' use of strategies and explored the relationships with other variables.…”

Difficulties In Learning Noun Clauses by Students in Intermediate English Grammar Classroom

“…According to Yalcin (2005), Wenden and Rubin defined learning strategies as "any set of operations, steps, plans, routines used by the learner to facilitate the acquisition, storage, retrieval, and utilization of information." Yalcin (2005) distinguished between two types of learning processes: direct and indirect strategies.…”

“…Furthermore, Yalcin (2005) discovered that 70.2% of Preparatory School students at the University of Gaziantep employ grammar learning styles that include cognitive, metacognitive, and social/affective. Cognitive learning allows pupils to improve their understanding, acquisition, and retention.…”

“…According to Yalcin (2005), memory methods enabled learners to form mental links, use imagery and sound, study thoroughly, and utilize actions. As a result, revisiting content may be included into a memory technique.…”