THE PREFERENCES OF IN-SERVICE ELT TEACHERS’ LANGUAGE LEARNING STRATEGIES IN THEIR OWN LANGUAGE LEARNING PROCESS
Abstract
As a still popular research area, Language Learning Strategies (LLS) researches need to be enhanced, since it consists of different phenomenon such as age, gender, individual differences and learning environment. At a glance, previous studies in the literature state that most of LLS researches are conducted in just learner-contexts in schools or at universities. Consequently, the use of LLS and LLS preferences of both adults and young learners have been tried to determine via these studies, however the concept of teachers’ own LLS usage and preferences has been ignored by researchers; yet if teachers are aware of their own LLS use, then they can be more helpful for their learners in terms of LLS. Thus, the current study investigates English Language Teaching (ELT) teachers’own language learning strategies in a language teaching and learning context. Since LLS use of young learners has been a growing area, in this study, teachers who have been teaching young learners in public primary and secondary schools are determined as participants. Data is collected from 81 in-service ELT teachers via a questionnaire namely Strategy Inventory for Language Learning (SILL) designed by Oxford (1990) and a semi-structured interview which is formed by the researcher’s herself. As a result of the study, LLS usage of in-service ELT teachers are identified as moderate frequency level; additionally, taking Oxford’s (1990) classification as a basis, the mostly used strategy group of ELT teachers is seen as social strategies whereas the least one is affective strategies; moreover, it is indicated that there is no mean difference on the LLS preferences of ELT teachers in terms of their genders, ages and teaching experiences.
References
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- Altman, H. & Vaughan-James, C. (Eds). (1980). Foreign language teaching: focus on the learner. Oxford: Pergamon.
- Aslan, O. (2009). The role of gender and language learning strategies in learning English. Unpublished MA Thesis. Middle East Technical University, Ankara.
- Aydınbek, C. (2015). Language learning strategy usages of French teacher candidates. International Journal of Language Academy, 3 (4), 233-250.
- Ayhan, Ü. (2016). The use of language learning strategies and its relationship with personality traits and individual differences: The case of Bosnian students at a private university. Unpublished Doctorate Dissertation. International Burch University, Sarajevo.
- Balcıoğlu, L. (2010). An assessment of teacher training programs in public and private university foreign languages department preparatory schools and the instructors’’ perception and relevance. Unpublished Master of Arts Thesis, Maltepe University, İstanbul.
- Barriball, K. L. & While, A. (1994). Collecting data using a semi-structured interview: A discussion paper. Journal of Advanced Nursing, 19, 328-335.
- Baş, G. (2013). The effect of teaching learning strategies in an English lesson on students’ achievement, attitudes, and metacognitive awareness. Journal of Theoretical Educational Science, 5 (1), 49-71.
- Bekleyen, N. (2005). Öğretmen adayları tarafından kullanılan dil öğrenme stratejileri. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(2), 113-122.
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- Borg, S. (2014, February). Teacher research for professional development. Paper presented in The Fourth International Teacher Education Conference, Hyderabad, India.
THE PREFERENCES OF IN-SERVICE ELT TEACHERS’ LANGUAGE LEARNING STRATEGIES IN THEIR OWN LANGUAGE LEARNING PROCESS
Abstract
References
- Abed, A. Q. (2011). Teachers’ awareness of second language learning strategies adopted and used by their students: A questionnaire. Theory and Practice in Language Studies, 1(3), 205-218.
- Açıkel, M. (2011). Language learning strategies and self-efficacy beliefs as predictors of English proficiency in a language preparatory school. Unpublished MA Thesis. Middle East Technical University, Ankara.
- Aksoy, F. & Şivetoğlu, Ö. (2014). A Correlational Study of Language Learning Motivation and Language Learning Strategies of Turkish Preparatory School Students. Annals of the University of Craiova, 15 (1), 7-26.
- Algan, N. (2006). The language learning strategies used by the university preparatory students and the instructors’ awareness of their students’ use of these strategies. Unpublished MA Thesis. Marmara University, İstanbul.
- Altman, H. & Vaughan-James, C. (Eds). (1980). Foreign language teaching: focus on the learner. Oxford: Pergamon.
- Aslan, O. (2009). The role of gender and language learning strategies in learning English. Unpublished MA Thesis. Middle East Technical University, Ankara.
- Aydınbek, C. (2015). Language learning strategy usages of French teacher candidates. International Journal of Language Academy, 3 (4), 233-250.
- Ayhan, Ü. (2016). The use of language learning strategies and its relationship with personality traits and individual differences: The case of Bosnian students at a private university. Unpublished Doctorate Dissertation. International Burch University, Sarajevo.
- Balcıoğlu, L. (2010). An assessment of teacher training programs in public and private university foreign languages department preparatory schools and the instructors’’ perception and relevance. Unpublished Master of Arts Thesis, Maltepe University, İstanbul.
- Barriball, K. L. & While, A. (1994). Collecting data using a semi-structured interview: A discussion paper. Journal of Advanced Nursing, 19, 328-335.
- Baş, G. (2013). The effect of teaching learning strategies in an English lesson on students’ achievement, attitudes, and metacognitive awareness. Journal of Theoretical Educational Science, 5 (1), 49-71.
- Bekleyen, N. (2005). Öğretmen adayları tarafından kullanılan dil öğrenme stratejileri. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(2), 113-122.
- Bialystok, E. (1978). A theoretical model of second language learning. Language learning, 28 (1), 69-83.
- Borg, S. (2014, February). Teacher research for professional development. Paper presented in The Fourth International Teacher Education Conference, Hyderabad, India.
Details
| Primary Language | English |
|---|---|
| Subjects | English As A Second Language |
| Journal Section | Research Article |
| Authors | |
| Publication Date | April 30, 2017 |
| Published in Issue | Year 2017 Volume: 5 Issue: 1 |
