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

ŞEN H., Sen M.

4th World Conference on Educational Sciences (WCES), Barcelona, Spain, 2 - 05 February 2012, vol.46, pp.1846-1854 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 46
  • Doi Number: 10.1016/j.sbspro.2012.05.390
  • City: Barcelona
  • Country: Spain
  • Page Numbers: pp.1846-1854
  • Middle East Technical University Affiliated: Yes


In the present study, the variables in the rating provided below in combination with Oxford's (1990) Strategy Inventory for Language Learning (SILL) and a semi-structured interview were used in order to examine the perspectives of EFL teachers working at a private university in Turkey on incorporating language learning strategies in their lessons. With the help of the variables developed by MacIntyre (1994), the researcher investigated the awareness levels of the EFL teachers, their beliefs on the effectiveness of strategies on language learning and perceived ease of strategy instruction. These results were compared with the student's reported use of LLSs to increase our awarness 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. A total of 70 teachers teaching at the English language department of a private 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. 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. 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 th e reasons for the difference in the frequency of LLSs among the two parties before planning a LLSs training. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu