Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?

Abstract

The primary focus of research on employment of language learning strategies has been on identification of adoption of different learning strategies. However, the relationship between language learning strategies and proficiency levels was ignored in previous research. The present study was undertaken to find out whether there are any relationship between the employment of different strategies and learners' levels of language proficiency. To this end, initially, a simulated TOEFL test (Bailey, R. F., Seetharaman, S., Gavin, C. A., Shukla, N., Penfield, J., and Subramanian, R., 1993) was administered to classify the learners into three classes of proficiency levels: beginning, intermediate, and advanced. Then, Oxford's Strategy Inventory, SILL, (Oxford, 1990b) was used to determine the frequency of the language learning strategies applied by learners. The results indicated that there is a direct relationship between employment of different strategies and proficiency levels. Therefore, the findings, in general, seem convincing enough to enable one to claim that there is a correspondence between the employment of different strategies and proficiency levels. The results of the present study are by no means complete. More research is needed to substantiate the outcome of the current study. One pedagogical implication of the study is that language instructors and syllabus designers should be advised to inform language learners about language learning strategies. Other implications have been discussed.

Students’ Learning Strategies for Developing Speaking Ability

“…This means that successful language learners demonstrated greater consistency in applying more effective strategies. The findings of the present study are in line with Gharbavi and Mousavi (2012) and Pei-Shi (2012) which showed that the higher the level that learners are at, the greater the number of strategies they will apply. Oxford (1990) also claims that all language learners" use learning strategies, but more successful learners use them more consciously, more appropriately, more purposefully and more frequently.…”

“…Studies by O" Malley and Chamot (1989) and Gu and Johnson (1996) (cited in Cabaysa & Baetiong, 2010 p. 24) also prove that successful learners made use of combinations of strategies. This is supported by a study conducted by Gharbavi and Mousavi (2012) that shows the higher the level the learners are at, the greater the number of strategies they use.…”

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

“…Many previous studies agree that learning strategy use differs depending on the students' level of language proficiency. They have found that students of advanced-level proficiency use overall strategies more often than students with lower-level proficiency (e.g., Baker & Boonkit, 2004;Gharbavi & Seyyed, 2012). Considering the low level of English proficiency of the participants in this study, the result of low medium use of learning strategies is consistent with these previous findings.…”

Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

“…Although many related studies have been conducted (e.g., Gharbavi & Mousavi, 2012;Lee, 2003;Pazhakh, 2006), few researchers have investigated the relationship between SRLSs and language proficiency. However, these findings are in line with Mirhassani's et al (2007) research findings that showed the positive relationship between these two variables.…”