An Exploration of Beliefs about Language Learning and their Language Learning Strategy Use of EFL Learners: Debre Markos University in Focus
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2013-06
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Abstract
The purpose of this research is fourfold. The first is to examine the overall
strategies and beliefs about language learning by EFL learners at
university level. The second is to find out most/least common strategies
used and beliefs held by EFL learners. The third is to investigate the
correlation between EFL learners’ beliefs about language learning and
their strategy use. The final purpose is to examine the effect of background
variables (gender, proficiency and academic major) on EFL learners’ beliefs
and their strategy use.
This study investigated the beliefs about language learning and their
strategy usage of 402 university EFL students. Five instruments were
used to measure students’ belief and their strategy use: (1) Individual
Background Questionnaire (IBQ), Strategy Inventory for Language
Learning (SILL), Beliefs About Language Learning Inventory (BALLI),
TOEFL model test, and focused group interview.
Descriptive analysis (frequencies, means and standard deviations),
Pearson correlation analysis, a one way analysis of variance (ANOVA), a
multivariate analysis of variance (MANOVA), and post hoc Tucky HSD test
were performed at the 0.05 level of significance to answer research
questions.
The findings indicated that EFL students at university level used a
medium range of strategies. Metacognitive strategies were used most
frequently where as memory strategies were used least frequently among
university students.
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Students had strong beliefs of motivation and expectation whereas they
had least beliefs on foreign language aptitude. There was significant
correlation between language learning strategies and belief variables
indicating the impact of beliefs on strategy use. Gender, English language
proficiency and academic major had significant effects on the overall
strategy use, the six categories of strategies, and individual strategy
items.
Gender and language proficiency did not affect overall beliefs, the five
categories of beliefs, and the individual beliefs held by students. Academic
major, on the other hand, had significant effects on overall belief, the five
belief categories, and individual beliefs held by the students
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Keywords
Language Learning Strategy