Assessing Students‟ Use of Language Learning Strategies in Learning EFL: The Case of English Majors at Wolaita Sodo University.
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Date
2022-09
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Addis Ababa University
Abstract
How effectively students learn a second or foreign language depends primarily on their use of language learning strategies. Language learning strategies are essential tools that enable students to learn successfully in acquiring the desired knowledge and skills. However, students’ proficiency and achievement in English language at different educational levels are not as expected from these levels. Hence, the aim of this study was to assess the language learning strategies which were used by students. The study employed a mixed method approach. The type of research method was descriptive survey. The total numbers of participants was 58. The data were collected through questionnaire, interview and documentary source. While descriptive statistics and inferential statistics were used to analyze the quantitative data, thematic analysis was used to analyze the qualitative data. The descriptive statistics for overall strategy use was M=3.30, SD=.41 and this indicated that WSU English major students used language learning strategies in a medium level. The result to all six strategies (memory, cognitive, compensation, metacognitive, affective and social) also indicated a medium use range level. The order of strategy use from the most preferred to the least used was: social strategy, metacognitive strategy, cognitive strategy, memory strategy, affective strategy and compensation strategy . Neither high nor low range of strategy use was found for each of the six categories of LLS in the study. The independent t-test result found no significant difference in the use of overall LLS in general between male (M = 3.32, SD =.38) and female (M = 3.27, SD =.45) students, t (56) = -.45, p =.66. The mean difference was very small t (eta squared=.01). The finding also revealed there was no statistically significant difference between male and female students in employing all the six strategies (memory, cognitive, compensation, metacognitive, affective and social). The correlation between participants’ overall strategy mean score and achievement score was statistically significant. The relationship was positive medium with score [r=.484, n=58, p =.000]. Regarding each strategy categories, all the six categories had statistical significant relationships with academic achievement score. The independent t-test revealed a significant difference in the use of overall LLS in general between second-year students (M = 3.49, SD =.33) and third-year students (M = 3.23, SD =.42), t (56) = 2.26, p =.03. The magnitude of the mean differences (eta squared=.08) was moderate. Thus, students' choice of overall LLS usage was strongly influenced by their year of study in this study. According to the findings, second-year students use more language learning strategies than third-year students. Regarding each strategy categories, the findings indicated that there were statistically significant differences on second and third-year students’ use of memory, cognitive, metacognitive, and social strategies. On the other hand, no statistically significant differences were found between second and third-year students’ use of LLSs on compensation and affective strategies. Hence, it is recommended that learners should be familiar with language learning strategies to promote their use of LLSs. Further research in the area should consider factors such as motivation, proficiency level, and learning styles.
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language learning strategies (LLSs)