The Relationship between EFL Learners’ Use of Language Learning Strategies and Self-Perceived Language Proficiency

Subject Areas : آموزش زبان انگلیسی

مونا خبیری ¹ , مهدیه اعظمی نژاد ²

1 - Islamic Azad University, Central Tehran Branch
2 - Islamic Azad University, Central Tehran Branch

Received: 2016-08-15 Accepted : 2016-08-15 Published : 2009-10-23

Keywords: Language Learning Strategies, language proficiency, self-assessment, Self-Perceived Proficiency,

Abstract :

The present study was conducted to investigate whether there was a relationship between EFL learners’ use of language learning strategies and their self-perceived language proficiency at the two levels of intermediate and advanced. A total of 67 subjects (39 intermediate-level and 28 advanced) were selected to participate in this study based on their scores on a piloted language proficiency test. They were asked to respond to two questionnaires: one assessing their self-perceived language proficiency and the other the strategy inventory of language learning. The results of the statistical analysis demonstrated that there was a significant relationship between the two variables among advanced-level subjects while no such relationship existed among intermediates. Thence, as learners reach higher stages of language proficiency, they become more capable of assessing their language abilities and also use their learning strategies more often. Further analysis also revealed that subjects did not change their attitude in using strategies as they reached higher stages of proficiency except for memory and social strategies. Finally, the results showed that the most frequently used set of strategies among both intermediate and advanced learners were cognitive while the least were affective.

References:

Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners. In A. Wenden & J. Rubin (Eds.), Learners strategies in language learning (pp. 85-102). Cambridge: Prentice Hall.

Bachman, L. (1990). Fundamental considerations in language testing. NY: Oxford University Press.

Bachman, L., & Palmer, A. S. (1996). Language testing in practice. NY: Oxford University Press.

Bidabadi, F. S., & Yamat, H. (2011). The relationship between listening strategies used by Iranian EFL freshman university students and their listening proficiency levels. English Language Teaching, 4(1), 26-32.

Blanche, P., & Merino, B. J. (1989). Self-assessment of foreign language skills: Implications for teachers and researchers. Language Learning 39(3), 209-215.

Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 409-514.

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2^nd ed.). London: Longman.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. NY: Longman.

Brown, J. D., & Hudson. T. (1998). The alternatives in language assessments. TESOL Quarterly, 32(4), 653-675.

Chamot, A. U. (1987). Inferencing: Testing the “hypothesis-testing” hypothesis. In A. Wenden & J. Rubin (Eds.), Learner strategy in language learning (pp. 71-83). Cambridge: Prentice Hall.

Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annuals, 22(1), 13-24.

Chamot, A. U. & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive language learning approach. Reading, MA: Addison Wesley.

Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.

Dornyei, Z. (2005). The psychology of language teaching. Mulwah, NJ: Erlbaum.

Farhady, H. (1980). Measures of language proficiency from the learner’s perspective. TESOL Quarterly 3(1), 333-340.

Farhady, H., Jafarpoor, A., & Birjandi, P. (1994). Testing language skills from theory to Practice (4^th ed.). Tehran: SAMT.

Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(3), 261-297.

Griffiths, C. (2010). Strategies of successful language learners. Journal of English Language Studies, 1(3), 1-18.

Harris, M. (1997). Self-assessment of language in formal setting. ELT Journal, 51(2), 95-115.

Hancock, C. R. (1994). Teaching, testing, and assessing: Making the connection. Northeast Conference Reports. Lincolnwood, IL: National Textbooks Co.

Hudson, T. (2001). Self-assessment methods in cross-cultural pragmatics. In T. Hudson and J. D. Brown (Eds.). A focus on language test development (pp. 57-70). HI: University of Hawaii Press.

Johnson, K. (2001). An introduction to foreign language learning and teaching. Harlow: Edinburgh Gate.

Kayser, H. (2001). Assessing language proficiency and language dominance.Retrieved on November 10, 2005, from: http://www.bilingualtherapies.com/wwwboard 

Kinoshita, C. Y. (2003). Integrating language learning strategy instruction into ESL/EFL lessons. The Internet TESL Journal, 9(4). Retrieved on April 25, 2011 from http://iteslj.org/techniques/kinoshita-strategy.html

Knowles, M. (1976). The modern practice of adult education. NY: Association Press.

MacIntyre, P. D. (1994). Toward a social psychological model of strategy use. Foreign Language Annuals, 27(2), 185-195.

Mousavi, A. (1999). A dictionary of language testing (2^nd ed.). Tehran: Rahnama.

Murphy, J. 1986. Difficulties in the statistical control halo. Journal of Applied Psychology 67, 161-164.

Noguchi, T. (1991). Review of language learning strategy: Research and its implications. Foreign Language Annuals, 30(1), 98-110.

Nunan, D. (1991). The learner-centered curriculum. Cambridge: Cambridge University Press.

O’Malley, J. M., & Chamot, U. A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

Oscarsson, M. (1984). Self-assessment of foreign language skills: A survey of Research and development work. Strasbourg: Council of Europe.

Oscarsson, M. (1989). Self-assessment of language proficiency: Rationale and application. Language Testing, 6(1), 1-13.

Oscarsson, M. (1997). Self-assessment of foreign and second language proficiency. In C. Clapham and D. Corson (Eds.), Encyclopedia of Language and Education, Volume 7: Language Testing and Assessment (pp. 175-187). Netherlands: Kluwer Academic Publishers.

Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implication for strategy training. System, 17(3), 235-247.

Oxford, R. (1990). Language learning strategies: What every teacher should know. NY: Newbury House.

Oxford, R. L. (1994). Language learning strategies. Washington DC: Eric Clearinghouse on language and linguistics. Retrieved November 5, 2005, from http://www.cal.org/resources/digest /oxford01.html

Oxford, R. L., & Crookall, D. (1989). Research on language learning strategies: Method, findings, and instructional issues. The Modern Language Journal, 73(4), 404-418.

Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, 291-300.

Politzer, R. (1983). An exploratory study of learning behaviors and their relation to achievement. Studies in Second Language Acquisition, 6, 54-67.

Richards, J. C., Weber, J., & Platt, H. (1992). Dictionary of language teaching and applied linguistics (2^nd ed.). London: Longman.

Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly 9, 41-51.

Rubin, J. (1981). Study of cognitive processes in second language learning. Applied Linguistics, 11(2), 118-131.

Shaaban, K. (2001). Assessment of young learners. Forum, 39(4), 1-16.

Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.

Su, M. M. (2005). A study of EFL technological and vocational college students' langauge learning strategies and their self-perceived English proficiency. Electronic Journal of Foreign Langauge Teaching, 2(1), 44-56. Retrieved April 26, 2011, from http://e-flt.nus.edu.sg/v2n12005/su.htm#4.1.3 Research question three

Valdes, G., & Figueroa, R. (1994). Bilingualism and testing: A special case of bias. Norwood, NJ: Abbex Publishing Corporation.

Wenden, A. & Rubin, J. (1987). Learner Strategies in Language Learning. New Jersey: Prentice Hall.

Yang, N. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27(4), 515-535.