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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3686

Title: LANGUAGE LEARNING STRATEGIES USE: THE CASE OF HIGH AND LOW ACHIEVERS AT MEKELLE COLLEGE OF TEACHER EDUCATION
Authors: SEYOUM, ABRAHAM
Advisors: Dr. Asssefa Zeru
Keywords: LANGUAGE LEARNING STRATEGIES
CASE OF HIGH AND LOW ACHIEVERS
Copyright: Jun-2009
Date Added: 6-Nov-2012
Publisher: AAU
Abstract: This study was conducted with the main purpose of investigating the language learning strategies use of high and low achievers. In order to investigate the above, a large and representative sample was chosen from Mekelle College of Teacher Education. The sample taken for the analysis comprised 44 2nd year language department students and all of their English language teachers (N=4). The necessary data was collected using quantitative and qualitative instruments such as self-rating questionnaire, interviews, and classroom observations. Quantitative data were analyzed using SPSS version 1.14 while qualitative data were treated qualitatively. The findings showed that higher levels of use of language learning strategies were found among most of the high achievers than that of the low achievers. From the six main language learning strategies, metacognitive strategies were found to be the most popular by both achievement groups, but with different frequency levels. That is high achievers use metacognitive strategies with high frequency range while low achievers use them moderately. With both achievement levels, there was a significant difference in the overall mean strategies. The study also found that there was a significant positive correlation between the overall scores of language learning strategies and the scores of English achievements. Finally, the findings show that students should be made aware of the broad range strategy options available to them.
URI: http://hdl.handle.net/123456789/3686
Appears in:Thesis - Teaching English as a Foreign Language

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