An Exploration of Beliefs about Language Learning and their Language Learning Strategy Use of EFL Learners: Debre Markos University in Focus
| dc.contributor.advisor | Kitila, Tamene (PhD) | |
| dc.contributor.author | Mitiku, Niguse | |
| dc.date.accessioned | 2018-06-21T07:58:27Z | |
| dc.date.accessioned | 2023-12-05T13:47:30Z | |
| dc.date.available | 2018-06-21T07:58:27Z | |
| dc.date.available | 2023-12-05T13:47:30Z | |
| dc.date.issued | 2013-06 | |
| dc.description.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. ii 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 | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/2590 | |
| dc.language.iso | en | en_US |
| dc.subject | Language Learning Strategy | en_US |
| dc.title | An Exploration of Beliefs about Language Learning and their Language Learning Strategy Use of EFL Learners: Debre Markos University in Focus | en_US |
| dc.type | Thesis | en_US |