A Study on Language Learning Strategy Use of Young Turkish Learners

Tezcan, Selen; Deneme, Selma

doi:10.17507/jltr.0701.05

Cited by 8 publications

(8 citation statements)

References 19 publications

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“…A recent study was conducted by Tezcan and Deneme (2016). The aim of the study was to examine if there was a relationship between the use of language learning strategies of 111 eighth grade EFL Turkish students and gender.…”

Section: Review Of Literaturementioning

confidence: 99%

The Relationship Between Language Learning Strategies and Vocabulary Size Among High School ELL Students

Rabadi¹

2018

IJEL

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This study inspects the relationship between language learning strategies (LLS) of 905 Jordanian high school ELL students and their vocabulary size. The data are collected through two instruments: First, a questionnaire of 35 items and 3 types of strategies (metacognitive, cognitive, and social-affective strategies) were adapted from the Strategy Inventory Learning (SILL, Version 7.0) by Oxford (2005) to evaluate language learning strategies. Second, the Vocabulary Levels Test (VLT): Version 2 by Schmitt (2001) to gauge the vocabulary size by measuring the 2,000 word-level, 3,000 word-level, 5,000 word-level, 10,000 word-level, and Academic Word (AWL) level of the students. The results of the descriptive analysis revealed that the students’ overall LLS was at a moderate strategy use. Concerning their use of strategies, the most used strategies were metacognitive, followed by cognitive strategies, and the least used strategies were social-affective strategies. In addition, the effect of their vocabulary size on the use of LLS was identified. Students with high vocabulary size applied more language learning strategies and specific strategies more than students with low vocabulary size. The students’ use of LLS had a positive and significant correlation with their vocabulary size. Students with higher vocabulary size were able to employ strategies to manage and control their learning, in addition, to observe their learning better than students with lower vocabulary size. All together for students to be better in learning English, they are required to enhance their vocabulary because of its substantial relationship with language learning strategies.

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Section: Review Of Literaturementioning

confidence: 99%

The Relationship Between Language Learning Strategies and Vocabulary Size Among High School ELL Students

Rabadi¹

2018

IJEL

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“…Additionally, it has to be determined whether or not there are correlations between the usefulness of the CLLS and other variables, such as gender, proficiency level, mother tongue, and motivation, following a line of research similar to those in the studies carried out by Oxford and Nyikos (1989), Griffiths (2003), Rahimi, Riazi, and Saif (2008), Platsidou and Sipitanou (2014), Kazamia (2016), Gavriilidou and Petrogiannis (2016), Kambakis (2016), Tezcan and Deneme (2016) which examined the variables affecting the choice of frequency use in language learning strategies. Some of these factors have been considered in the collection of the data for our study, but are yet to be explored, so I invite researchers worldwide to join and analyze together underlying associated factors.…”

Section: Suggestions For Future Studiesmentioning

confidence: 99%

“…Between 1985 and 1996 SILL was used to measure frequency of strategy use in studies involving approximately 10,000 language learners (Kaylani, 1996). Even later studies have been using SILL, for example, Griffiths (2003), Rahimi, Riazi, and Saif (2008), Kazamia (2016), Kambakis (2016), Tezcan and Deneme (2016), to name but a few. Although the data obtained by them are of interest, they leave aside questions relating the impact or usefulness, which is probably the most important underlying trait.…”

Section: Introductionmentioning

confidence: 99%

Assessing cognitive learning strategies: A global study of Spanish learners

Carlo¹

2017

IJRSLL

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This article identifies and describes the types of cognitive language learning strategies used by learners of Spanish. Sample consisted of 665 participants, adult learners of Spanish from 60 universities and institutions. Data were collected with a self-completion multi-scale online survey. Descriptive statistical techniques (frequency distributions, arithmetic mean, standard deviation and percentage computing) were applied in analysis to achieve the objectives. Five theoretical categories were adopted to classify strategies according to their predominant function: classification, preparation, association, elaboration and transfer-practice. Thirty strategies were identified as the most used by the majority and all the five categories were present among these most used strategies. Data analysis confirmed different degrees of perceived usefulness on potential strategies. These findings suggest that different functional actions contribute to the comprehensive development of communicative competence.

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“…As said by Tezcan and Deneme (2016), so much research has been conducted on LLS attempting to identify how the use of these strategies provide an efficient language teaching and learning process. In that sense, a study conducted by 656 …”

Section: Literature Reviewmentioning

confidence: 99%

Strategy Based Instruction Facilitated by Technologies to Enhance Reading Comprehension

Montoya¹,

Vásquez²

2016

JLTR

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Abstract-This study was set to determine the level of reading comprehension achievement for university students when instructed cognitive and metacognitive strategies in a learning environment mediated by technologies. Accordingly, the paper tried to answer this research question: Which is the effect of using cognitive and metacognitive strategies in a technology enriched environment on students to achieve the B1 English proficiency level according to the Common European Framework of Reference (CEFR) in reading comprehension? This study took place in Universidad Estatal de Sonora (UES), Mé xico through a sequentialexplanatory mixed method research design which focused on a sample of 96 students who received 15 hours of instruction in Language Learning Strategies (LLS) by 6 teachers. A reading comprehension pre-test/post-test, a self-reported questionnaire in the use of cognitive and metacognitive strategies, a semi-structured interview and document analysis were used to gather data. For data analysis, a paired samples t-test technique and a phenomenological approach were conducted to analyze quantitative and qualitative data, respectively. The study showed contrasting results given that the reading comprehension test reflected low scores even though the students developed a better understanding of cognitive and metacognitive strategies and an improvement in their reading comprehension skills in class.

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A Study on Language Learning Strategy Use of Young Turkish Learners

Cited by 8 publications

References 19 publications

The Relationship Between Language Learning Strategies and Vocabulary Size Among High School ELL Students

The Relationship Between Language Learning Strategies and Vocabulary Size Among High School ELL Students

Assessing cognitive learning strategies: A global study of Spanish learners

Strategy Based Instruction Facilitated by Technologies to Enhance Reading Comprehension

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