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Use of language learning strategies in relation to student characteristics at Başkent University

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2003
Tunç (Özgür), Sabiha
The aim of this study was to investigate the relationship between university students̕ use of language learning strategies, achievement, gender, span of learning English, type of high school they graduated from, and attitude toward English. Two instruments were used for data collection purposes: The Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) and Aiken̕s Attitude Scale (1979). The instruments were administered to 153 university students from the different streams at the Preparatory school of Başkent University, Ankara, Turkey. The data gathered was analyzed by using SPSS program; descriptive statistics, independent samples t-test, correlation, and one-way ANOVA. The results showed that Metacognitive strategies category was the most frequently used iv category by the students, followed by Social strategies category, Compensation strategies category, Memory strategies category, Cognitive strategies category and Affective strategies category respectively. The results also showed that there were statistically significant differences between male and female students̕ use of strategies. Female students used strategies from various categories with higher frequency compared to male students. There were statistically significant differences between students̕ strategy use with regard to type of high school they graduated from. There were no statistically significant differences between students̕ strategy use with regard to span of learning English. Affective and Social strategy categories were found to have statistically significant relation with the students̕ fall term language achievement scores. The results also revealed that students̕ strategy use had statistically significant relation with the students̕ attitude toward English.