Language Learning Strategies Use: The Case of High and Low Achievers at Mekelle College of Teacher Education
No Thumbnail Available
Date
2009-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
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.
Description
Keywords
Learning Strategies