Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude

Abstract

The main objective of the study was to ascertain whether English as a Foreign Language learners with various levels of English language achievement differ significantly in applying foreign language learning strategies. We also aimed to explore strategy use frequency in connection with attitude toward English language learning. Data were collected from 1,653 lower secondary students in Hungary through a revised version of the previously developed online Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) based on Oxford’s Strategic Self-Regulation (S2R) Model. The findings point to statistically significant differences in the frequency of English language strategy use among more and less proficient learners. Quantitative analyses also reported that, in spite of the students stated low or moderate levels of strategy use, it turned out as a statistically significant predictor of foreign language attitude and language achievement. The results draw attention to the relevance of strategy research in foreign language teaching as well as encourages strategy teaching within language instruction.

English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors

“…In this hierarchical model, we proposed that cognitive, affective, social and motivational metastrategies have an indirect effect on proficiency, mediated by the corresponding self-regulated LLS and attitude. The central role of attitude has been demonstrated in previous studies, thus justifying its integration into this model again ( Habók and Magyar, 2018a ; Habók et al, 2022 ).…”

“…The metacognitive and meta-affective fields influenced three types of SRL strategies, and the metamotivational field had direct effects on the motivational and social strategies. On the whole, the positive contribution of the metastrategies on regulated strategy fields appeared to be robust, thus underlining recent LLS research that emphasizes the role of metafactors in the language learning process (Habók and Magyar, 2018a;Habók et al, 2022).…”

“…In our research, we employed the revised version of the Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ), developed and validated by Habók and Magyar (2018b) The path model for EFL metastrategies on regulation strategy use, attitude and English proficiency among elementary learners. The revised version was administered by Habók et al (2022). In our study, we concluded that the internal consistency, composite reliabilities and construct validity of all the questionnaire fields were acceptable.…”

“…A construct of a five-factor model with metacognitive, cognitive, meta-affective, meta-sociocultural-interactive and sociocultural-interactive factors was validated. As the affective construct did not fit into the data, modification recently became necessary to align the measurement tool with Oxford’s revised theory ( Oxford, 2017 ; Habók et al, 2022 ). The final results showed the complex nature of the LLS construct, which involves cognitive, affective, social and motivational factors, each regulated by their corresponding metastrategy.…”

“…used byHabók et al (2022). It was based on Oxford's Strategic S 2 R Model and inspired by other measurement tools employed for assessing and validating different dimensions of SRL strategies (e.g.,Teng and Zhang, 2018).…”