THE RELATIONSHIP BETWEEN EFL LEARNERS' LANGUAGE LEARNING STRATEGY USE, WILLINGNESS TO COMMUNICATE, AND L2 ACHİEVEMENT.
Saved in:
| Title: | THE RELATIONSHIP BETWEEN EFL LEARNERS' LANGUAGE LEARNING STRATEGY USE, WILLINGNESS TO COMMUNICATE, AND L2 ACHİEVEMENT. |
|---|---|
| Authors: | DEMİR AYAZ, Aycan1 aycandemir1@windowslive.com |
| Source: | International Journal of Language Academy: IJLA. Special issue 2017, Vol. 5, p78-92. 15p. |
| Subject Terms: | *Strategy Inventory for Language Learning, *Foreign language education, *English as a foreign language, *English language education, Skills inventories |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Language Academy: IJLA is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 125237564 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: THE RELATIONSHIP BETWEEN EFL LEARNERS' LANGUAGE LEARNING STRATEGY USE, WILLINGNESS TO COMMUNICATE, AND L2 ACHİEVEMENT. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22DEMİR+AYAZ%2C+Aycan%22">DEMİR AYAZ, Aycan</searchLink><relatesTo>1</relatesTo><i> aycandemir1@windowslive.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Language+Academy%3A+IJLA%22">International Journal of Language Academy: IJLA</searchLink>. Special issue 2017, Vol. 5, p78-92. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Strategy+Inventory+for+Language+Learning%22">Strategy Inventory for Language Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br /><searchLink fieldCode="DE" term="%22Skills+inventories%22">Skills inventories</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Language Academy: IJLA is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=125237564 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18033/ijla.3620 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 78 Subjects: – SubjectFull: Strategy Inventory for Language Learning Type: general – SubjectFull: Foreign language education Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: English language education Type: general – SubjectFull: Skills inventories Type: general Titles: – TitleFull: THE RELATIONSHIP BETWEEN EFL LEARNERS' LANGUAGE LEARNING STRATEGY USE, WILLINGNESS TO COMMUNICATE, AND L2 ACHİEVEMENT. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: DEMİR AYAZ, Aycan IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 09 Text: Special issue 2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 23420251 Numbering: – Type: volume Value: 5 Titles: – TitleFull: International Journal of Language Academy: IJLA Type: main |
| ResultId | 1 |
