Determining Language Learning Strategies Used by The Students at Faculty of Educational Sciences Based on Some Variables*

Abstract

The purpose of this research is to find out students’ language learning strategies (LLS) based on their gender, high school type and academic achievement in their English courses, at Faculty of Educational Sciences at Ankara University. The research was carried out with 210 freshmen attending English classes. “Dil Öğrenme Stratejileri Envanteri” which is the adapted form of “Strategy Inventory for Language Learning” developed by Oxford (1990) was used to identify whether the students use direct or indirect strategies for learning a language. The direct strategies require mental processing of the target language including memory-related strategies, cognitive strategies and compensation strategies. The indirect strategies support and manage their language learning consisting of meta-cognitive strategies, affective strategies and social strategies. The results of the study indicate that the students at Faculty of Educational Sciences use all LLS at medium level and considering the levels of LLS use, the most frequent LLS are memory-related at high level. The female students use LLS more frequently than male students and there are statistically significant differences between the students graduated from various high school types. The findings also indicate that more successful learners use LLS at high level.