A comparison of efl teachers’ perceptions of language learning strategies (llss) and learners’ reported use of llss in their english language classes

Şen, Hülya
This study aims to find out teachers’ and learners’ perception of language learning strategies (LLSs). Three psycho-social variables regarding the teachers’ use of strategy instruction at Başkent University were considered: 1. Level of awareness of language learning strategies 2. Beliefs in the effectiveness of language learning strategies 3. Ease of strategy instruction. These results were compared with the students’ reported use of LLSs to increase our awareness of students’ strategy use and needs so that teachers would be able to help learners facing problems in learning English. This study employed both qualitative and quantitative research tools. The relevant data were obtained by means of two questionnaires: a teacher and a student version of Strategy Inventory for Language Learning (SILL, Oxford, 1990), and a semistructured interview. A total of 70 teachers teaching at the English language department of Başkent University and 100 students studying in the same department were involved in the study. Data collected from the questionnaire were analyzed quantitatively by employing descriptive statistics, such as frequencies, percentages, means, and standard deviations. Content analysis was performed to analyze the interview data. v The results of the study suggest that for most of the items in the strategy inventory, if the teachers are aware of learning strategies, believe in the effectiveness of LLSs instruction and find them easy to apply in the classroom, they may use them more often in their classes. Furthermore, in variance analysis, the only variable that made a difference in teachers’ perceptions of LLSs was found to be the level of education, Finally, when the teachers’ and students’ frequency of LLSs use was compared, it was found out that teachers reported a higher frequency of LLSs use than their learners. However, there was a great similarity between the two parties in terms of frequency of strategy use in the most and least preferred strategy categories. It is essential to find the reasons for the difference in the frequency of LLSs among the two parties before planning a LLSs training.


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Citation Formats
H. Şen, “A comparison of efl teachers’ perceptions of language learning strategies (llss) and learners’ reported use of llss in their english language classes,” M.A. - Master of Arts, Middle East Technical University, 2009.