Titre : |
Assessing Language Learning Strategy Use: The Case of the 1st Year EFL Students at the University of Mascara |
Type de document : |
texte imprimé |
Auteurs : |
TABETI, Soumia, Auteur ; BENMOSTEFA, Nawal, Auteur |
Editeur : |
Université tlemcen |
Année de publication : |
2017 |
Importance : |
153 p. |
Présentation : |
ill. |
Format : |
30 cm |
Accompagnement : |
cd |
Langues : |
Anglais (eng) Langues originales : Anglais (eng) |
Résumé : |
This dissertation aims to assess the students' language learning strategy (LLS) use, to
check whether there are significant differences in the students’ LLS use regarding
gender, and to investigate whether there are significant differences in the students LLS
use regarding proficiency levels. The research was conducted with first-year EFL
students at the University of Mascara. A total of 157 students have completed Oxford's
Strategy Inventory for Language Learning (SILL) which was used as the basic
instrument to identify students’ learning strategies and the frequency of use. Then,
three first -year EFL teachers and ten students were interviewed. In addition, the
grades were obtained from the English Department administration to determine the
students' proficiency level. The findings revealed that the overall use of LLS by the
students is medium where meta-cognitive strategies are the most frequently used
strategies and memory strategies are the least frequently used. Additionally, there are
statistically no significant differences between male and female students in the use of
the overall strategies and in the use of the six categories of strategies except in the use
of the affective strategies which has a significant difference in favour of female.
Furthermore, there are statistically significant and positive relationships between the
students’ academic achievement and three language learning strategies categories:
Affective strategies, Cognitive strategies and Meta-cognitive strategies. Moreover the
student’s achievement is explained by two categories of strategies namely: Cognitive
strategies and Meta-cognitive strategies. These findings lead us to conclude that the
use of language learning strategies effect positively students’ achievement |
Assessing Language Learning Strategy Use: The Case of the 1st Year EFL Students at the University of Mascara [texte imprimé] / TABETI, Soumia, Auteur ; BENMOSTEFA, Nawal, Auteur . - Université tlemcen, 2017 . - 153 p. : ill. ; 30 cm + cd. Langues : Anglais ( eng) Langues originales : Anglais ( eng)
Résumé : |
This dissertation aims to assess the students' language learning strategy (LLS) use, to
check whether there are significant differences in the students’ LLS use regarding
gender, and to investigate whether there are significant differences in the students LLS
use regarding proficiency levels. The research was conducted with first-year EFL
students at the University of Mascara. A total of 157 students have completed Oxford's
Strategy Inventory for Language Learning (SILL) which was used as the basic
instrument to identify students’ learning strategies and the frequency of use. Then,
three first -year EFL teachers and ten students were interviewed. In addition, the
grades were obtained from the English Department administration to determine the
students' proficiency level. The findings revealed that the overall use of LLS by the
students is medium where meta-cognitive strategies are the most frequently used
strategies and memory strategies are the least frequently used. Additionally, there are
statistically no significant differences between male and female students in the use of
the overall strategies and in the use of the six categories of strategies except in the use
of the affective strategies which has a significant difference in favour of female.
Furthermore, there are statistically significant and positive relationships between the
students’ academic achievement and three language learning strategies categories:
Affective strategies, Cognitive strategies and Meta-cognitive strategies. Moreover the
student’s achievement is explained by two categories of strategies namely: Cognitive
strategies and Meta-cognitive strategies. These findings lead us to conclude that the
use of language learning strategies effect positively students’ achievement |
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