LANGUAGE LEARNING STRATEGIES OF HIGH-ACHIEVING HIGH SCHOOL STUDENTS: FROM THE CLASSROOM TO EVERYDAY PRACTICE

Abstract

This study focused on the language learning strategies of 207 high-achieving high school students at a project-based school that implements a specialised curriculum. The students received certificates of appreciation and high-achievement awards for their academic success. Data were collected using the Strategy Inventory for Language Learning (Oxford, 1990) and semi-structured interview questions. The results showed that students reported using social strategies most, while affective strategies were used least. Female students reported significantly higher use of memory, cognitive, compensation, metacognitive, and social strategies, whereas no significant gender difference was found in affective strategy use. Grade-level differences were limited to affective strategies. Ninth-grade students reported significantly higher use of affective strategies than twelfth-grade students. Interview results offered deeper insight into how students applied these strategies in practice. A prominent qualitative finding was students’ integration of English into everyday life through media, games, online interaction, and other daily activities. Rather than restricting English to formal study, many students indicated that they engaged with regular exposure to the language as an integral part of their daily routines. They also reported preferring memory and cognitive strategies to support their vocabulary and learning. On the other hand, affective strategies were less prominent than other strategy types. Overall, the findings suggest that these high-achieving students integrated English into their everyday lives through meaningful practice and reflective engagement, and described language learning as more natural, enjoyable, and personally relevant when embedded in their daily routines.

Keywords

• Language learning strategies
• Metacognitive and affective strategies
• Everyday language learning
• Gender differences
• High achieving high school students

ÜSTÜN BAŞARI GÖSTEREN LİSE ÖĞRENCİLERİNİN DİL ÖĞRENME STRATEJİLERİ: SINIFTAN GÜNLÜK YAŞAMA

Abstract

Bu çalışma, özel bir müfredata sahip proje tabanlı bir okulda öğrenim gören 207 üstün başarılı lise öğrencisinin dil öğrenme stratejilerini incelemiştir. Öğrenciler akademik başarıları nedeniyle takdir ve üstün başarı belgeleri almışlardır. Veriler, Dil Öğrenme Stratejileri Envanteri (Oxford, 1990) ve yarı yapılandırılmış görüşme soruları aracılığıyla toplanmıştır. Anket sonuçları, sosyal stratejilerin en sık, duyuşsal stratejilerin ise en az kullanılan stratejiler olduğunu göstermiştir. Kız öğrenciler bellek, bilişsel, telafi, üstbilişsel ve sosyal stratejileri anlamlı düzeyde daha fazla kullandıklarını bildirirken, duyuşsal strateji kullanımında cinsiyete göre anlamlı bir farklılık bulunmamıştır. Sınıf düzeyine ilişkin farklılıklar yalnızca duyuşsal stratejilerde görülmüş ve dokuzuncu sınıf öğrencilerinin bu stratejileri on ikinci sınıf öğrencilerine göre anlamlı düzeyde daha fazla kullandıkları belirlenmiştir. Görüşmeler, öğrencilerin bu stratejileri uygulamada nasıl kullandıklarına ilişkin daha derinlemesine bilgiler sunmuştur. Nitel bulgularda öne çıkan sonuçlardan biri, öğrencilerin İngilizceyi medya, oyunlar, çevrim içi etkileşim ve diğer günlük etkinlikler aracılığıyla günlük yaşamlarına entegre etmeleridir. İngilizceyi yalnızca formal çalışma ile sınırlandırmak yerine, birçok öğrenci düzenli olarak İngilizceye maruz kalmayı ve İngilizce kullanımını günlük rutinlerinin bir parçası olarak tanımlamıştır. Öğrenciler ayrıca kelime ve dil öğrenimini desteklemek amacıyla bellek ve bilişsel stratejileri kullandıklarını belirtirken, duyuşsal stratejilerin daha az öne çıktığı görülmüştür. Genel olarak bulgular, bu üstün başarılı öğrencilerin İngilizceyi düzenli kullanım, anlamlı uygulama ve yansıtıcı katılım yoluyla günlük yaşamlarına entegre ettiklerini ve dil öğrenimini günlük rutinlerinin bir parçası hâline getirdiklerinde öğrenme sürecini daha doğal, keyifli ve kişisel olarak anlamlı olarak tanımladıklarını göstermektedir.

Keywords

• Dil öğrenme stratejileri
• Üstbilişsel ve duyuşşal stratejiler
• Günlük yaşamda dil öğrenimi
• Cinsiyet farklılıkları
• Üstün başarılı lise öğrencileri

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