Investigating English preparatory school students' language learning strategy use and achievement scores

Abstract

This study aimed to identify what language learning strategies (LLS) English preparatory school students employ as well as focusing on the relationship between strategy use and academic achievement. Three hundred and fifty-four students who were studying English at three different proficiency levels at a foundation university participated in the study. The data were collected through the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), end-of-module final grades and semi- structured interviews. SPSS Statistics and thematic analysis were performed to answer the research questions. The statistical findings revealed that the participants make use of overall LLS at medium level showing a tendency to employ social and metacognitive strategies most frequently and affective strategies least frequently. Also, the high achievers seem to use significantly more strategies than the low achievers. The findings obtained from the interviews also supported this judgment since the interviewees with higher scores reported employing a wide range of LLS. Regarding the strategy use across proficiency levels, the upper intermediate students reported employing cognitive and compensation strategies significantly more frequently than the elementary students. Furthermore, the elementary students reported using social strategies significantly less often than their intermediate and upper intermediate counterparts. Lastly, the results indicated the significant superiority of the female over the male regarding the use of memory, cognitive, metacognitive and affective strategies. All in all, the present study reinforces the view that the awareness of LLS among learners must be increased through the incorporation of these strategies in language classes and teaching materials for the sake of successful language learning.