The Relationship between EFL Learners’ Language Learning Strategy Use, Willingness to Communicate, and L2 Achievement

Date

2017-09-01

Author

Demir Ayaz, Aycan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

307
views

0
downloads

This study aimed to explore the interactions between EFL learners’ language learning strategy use, willingness to communicate (WTC), and L2 achievement. To do so, a quantitative study was conducted with 79 tertiary level EFL learners. These participants were prep-class students from two different state universities, and they were having intensive language courses during that one-year education. Data was collected using a 70-item composite instrument. To measure language learning strategy use of the participants, Oxford’s (1990) Strategy Inventory for Language Learners (SILL) was used, and L2 WTC levels of the learners were determined via McCroskey’s (1992) WTC scale. L2 achievement scores were calculated using their first term quiz and midterm results. To analyze the available data, SPSS Statistics 22.0 software was used. The results indicated that metacognitive and social strategies are the most commonly favored strategy types by both genders. In addition, learners with higher WTC in L2 use language learning strategies more frequently, and affective and memory-related strategies are the best predictors of L2 WTC. Finally, findings displayed that although WTC and language learning strategies are two important constructs influencing each other, they do not lead to increased L2 achievement. To conclude, this study clearly showed that WTC levels of the learners can be increased by providing the learners with strategy training and guiding them to use more strategies, so that, they can feel comfortable to use L2 in communication. Especially, affective and memory-related strategies need to be emphasized because of their greater predictive ability on L2 WTC.

Subject Keywords

Language learning strategies, willingness to communicate, L2 achievement, gender

URI

https://hdl.handle.net/11511/68844

Journal

International Journal of LAnguage Academy

DOI

https://doi.org/10.18033/ijla.3620

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

The Relationship between EFL Learners’ Language Learning Strategy Use, Willingness to Communicate, and L2 Achievement Demir Ayaz, Aycan (null; 2017-04-18) This study aimed to explore the interactions between EFL learners’ language learning strategy use, willingness to communicate (WTC), and L2 achievement. To do so, a quantitative study was conducted with 79 tertiary level EFL learners. These participants were prep-class students from two different state universities, and they were having intensive language courses during that one-year education. Data were collected using a 70-item composite instrument. To measure language learning strategy use of the partici...
The effects of a game-enhanced language learning intervention on students’L2 development and L2 motivational self-system. Musaoğlu Aydın, Seda; Akkuş Çakır, Nur.; Department of Educational Sciences (2020) The purpose of this study is to investigate the effectiveness of a game-enhanced language learning intervention on language learning and on the development of L2 motivational self-system of EFL students. The study employed a quasi-experiment design with 76 EFL students at a private university. The experimental group (N=38) participated in a game-enhanced language learning program for 10 weeks, whereas the control group (N=38) received traditional instruction. Students in the experimental group were asked to...
The effects of blended learning on EFL students' vocabulary enhancement Korkmaz, Sezen (Elsevier BV; 2015-04-19) Blended learning approach in teaching foreign language has become a matter of considerable interest to language teachers all over the world. As opposed to pure e-learning which refers to using only electronic media to learn, blended learning supplement traditional face-to-face teaching and learning environment with different kinds of technology-based instruction. Many higher education institutions today are using blended learning as a supplementary means in developing students' vocabulary knowledge. The pre...
The Effects of direct and integrated instruction of cognitive and metacognitive and reading strategies at awareness-raising level on reading proficiency and strategy use Çiçekoğlu, Deniz; Daloğlu, Ayşegül; Department of English Language Education (2003) This study intends to find out the possible effects of cognitive and metacognitive reading strategy instruction at awareness-raising level on reading proficiency and strategy use. In the study both qualitative and quantitative data were utilized. The relevant data were obtained by means of think-aloud protocols, semi-structured interviews, the Strategy Inventory for Language Learning اSILL- (Oxford, 1990), learning diaries and the reading scores of students on a proficiency exam (COPE). A total of 24 studen...
The effects of synchronous computer mediated communication (SCMC) on English language learners' oral proficiency development Seferoğlu, Gölge (2007-12-16) This study allowed pairs of English language learners, a class in Turkey and a class in Spain, to have synchronous audio communication over the Internet. One component of the study had a quasi-experimental research design with two English oral communication classes in Turkey. The class who received CMC integrated instruction formed the experimental group and the class who followed regular English oral communication instruction constituted the control group. Oral proficiencies of the learners were measured a...

Citation Formats

A. Demir Ayaz, “The Relationship between EFL Learners’ Language Learning Strategy Use, Willingness to Communicate, and L2 Achievement,” International Journal of LAnguage Academy, pp. 78–92, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/68844.