Yıl 2017, Cilt 7 , Sayı , Sayfalar 38 - 43 2017-08-04

THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES

Tolga ERDOGAN [1]


A body of research has shown that self-regulation and language learning strategies are important variables influencing learning. The aim of the study is to analyze the relationship between students' self-regulations and their language learning strategies. For research purposes, the changes in self-regulations and language learning strategies according to achievement and grade levels, together with the more or less frequently used language learning strategies are investigated. The participants comprise 860 higher education students attending various departments in a state university in Turkey. The Scale on Self-Regulation in Learning (SSRL) and Strategy Inventory for Language Learning (SILL) were used to gather data. Descriptive statistics, one-way MANOVA and ANOVA, and correlation statistics were used during data analyses. The findings show medium positive correlations between the two main constructs, changes in both student self-regulations and their language learning strategies when students' achievements and grade levels are considered and reveal some facts about the frequently used or neglected strategies in language learning. Conclusions are drawn and suggestions for further practice and research are made in the end accordingly.        

Self-regulation, language learning strategies, achievement, grade level, higher education
  • Al-Buainain, H. (2010). Language learning strategies employed by English majors at Qatar University: Questions and queries. ASIATIC, 4(2), 92-120. Alamdari, S. Z. (2010). The relationship between vocabulary learning strategies employed by university level english language learners and their success. Unpublished Master’s Dissertation, Hacettepe University. Alhaysony, M. (2017). Language learning strategies use by Saudi EFL students: The effect of duration of English language study and gender. Theory and Practice in Language Studies, 7(1), 18-28. Al-Natour, A. (2012). The most frequently used language learning strategies by Jordanian university students at Yarmouk university that affect EFL learning. European Journal of Social Sciences 29(4), 528-536. Aydemir, U. V. (2007). Effects of the instruction of language learning strategies on students’ achievement in English teaching. Unpublished Master’s Dissertation, Uludağ University. Bremner, S. (1999). Language learning strategies and language proficiency: investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514. Cekolin, C. H. (2001). The effect of self-regulated learning strategy instruction on strategy use and academic achievement. Unpublished Doctoral Dissertation, University of South Alabama. UMI: 9999814. Cesur, M. O. (2011). Can language learning strategies predict Turkish university prep class students’ achievement in reading comprehension? Procedia Social and Behavioral Sciences 15, 1920–1924. Chang, C. H., & Liu, H. J. (2013). Language learning strategy use and language learning motivation of Taiwainese EFL university students. Electronic Journal of Foreign Language Teaching, 10(2), 196–209. Chen, M. L. (2009). Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as a foreign language learners. Learning and Individual Differences, 19(2), 304-308. Cohen, A. D., & Weaver, S. J. (1998). Strategies-based instruction for second language learners. In Renandya, W. A. & Jacobs, G. M. (eds.) Learners and language learning. Singapore: SEAMEO Regional Language Centre, 1-25. Çavuşoğlu, İ. (1992). The relationship between language learning strategies and EFL proficiency. Unpublished Master’s Dissertation, Bosphorus University. Diseth, Ǻ.(2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195. Douglas, L. B. (2006). A Multivariate Analysis of the Relationship Between Age, Self-Regulated Learning, and Academic Performance Among Community College Developmental Education Student., Unpublished Doctoral Dissertation, Touro University International. UMI: 3201703. Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31(3), 349-365. Ekhlasa, N. N., & Shangarffam, N. (2013). The relationship between determinant factors of self-regulation strategies and main language skills and overall proficiency. Procedia Social and Behavioral Sciences, 70, 137-147. Erdogan, T. (2011). Self-regulation and its effects on academic achievement. TMA Science Journal, 21(2), 127-146. Erdogan, T., & Senemoglu, N. (2016). Development and validation of a scale on self-regulation in learning (SSRL). SpringerPlus 5(1686),1-13. Goh, C., & Foong, K. P. (1997). Chinese ESL students' learning strategies: A look at frequency, proficiency and gender. Hong Kong Journal of Applied Linguistics, 2(1), 39- 53. Grainger, P. (2012). The impact of cultural background on the choice of language learning strategies in the JFL context. System, 40(4), 483-493. Griffiths, C. (2003). Patterns of language learning strategy use. System, 31(3), 367-383. Heo, H. (1998). The effect of self-regulated learning strategies on learner achievement perceptions on personal learning responsibility. Unpublished Doctoral Dissertation, Florida State University. UMI: 9911444. Karahan, B. (1991). An investigation into learning strategies used by beginning and intermediate level students learning English as a foreign language. Unpublished Doctoral Dissertation. Gazi University. Kim, D. H., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners' self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38,136-142. Lai, Y.C. (2009). Language learning strategy use and English proficiency of university freshmen in Taiwan. TESOL Quarterly, 43(2), 255-280. Lewis, J. P. (2006). Effects of self-regulated learning on metacognitive strategies, academic performance, and transfer of preservice teachers in an educational technology class. Unpublished Doctoral Dissertation. University of South Alabama. UMI: 3209436. Liu, D. (2004). EFL proficiency, gender and language learning strategy use among a group of Chinese technological institute English majors. ARECLS E-Journal, 1(A5). (Retrieved on January, 15, 2017). Magogwe, J. M., &Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338-352. Nacera, A. (2010). Languages learning strategies and the vocabulary size. Procedia Social and Behavioral Sciences, 2, 4021-4025. Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle and Heinle Publishers. Phan, H. P. (2009). Exploring students' reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology, 29(3), 297-313. Shmais, W. A. (2003). Language learning strategy use in Palestine. TESL-EJ, 7(2), 1–17. Staudt, L. E. (1995). Self-regulated learning strategies: Their relation to academic performance and self-efficacy in Chemistry and English. Unpublished Master’s Dissertation, Windsor University. Sucu, H.Ö. (2009). Contributions of metacognitive learning strategies to the development of reading comprehension in foreign language teaching and metacognitive strategy instruction (Nevsehir University sample). Unpublished Master’s Dissertation, Erciyes University. Tüz, H. F. (1995). The use of learning strategies by the "more successful" and "less successful" language learners. Unpublished Master’s Dissertation, Middle East Technical University. Van den Hurk, M. M., Wolfhagen, I. H. A. P., Dolmans, D. J. H. M., & Van der Vleuten, C. P. M. (1999). The impact of student-generated learning issues on individual study time and academic achievement. Medical Education, 33(11), 808–814. Wong, L. L. C., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144-163. Wu, Y. L. (2008). Language learning strategies used by students at different proficiency levels. Asian EFL Journal, 10(4), 75-95. Yalçın, E. (2003). An analysis of the relationship between the use of grammar learning strategies and student achievement at English preparatory school at the university of Gaziantep (A case study of the Gaziantep university). Unpublished Master’s Dissertation, Gaziantep University. Yılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey. Procedia Social and Behavioral Sciences, 2, 682-687. Zare-ee, A. (2010). Associations between university students’ beliefs and their learning strategy use. Procedia Social and Behavioral Sciences, 5, 882-886. Zimmerman BJ (2000) Attaining self-regulation: A social cognitive perspective. In: Boekaerts M, Pintrich PR, Zeidner M (eds.) Handbook of Self-Regulation. Academic Press, New York.
Konular Sosyal
Bölüm Articles
Yazarlar

Yazar: Tolga ERDOGAN

Tarihler

Yayımlanma Tarihi : 4 Ağustos 2017

Bibtex @araştırma makalesi { epess332650, journal = {The Eurasia Proceedings of Educational and Social Sciences}, issn = {}, eissn = {2587-1730}, address = {}, publisher = {ISRES Organizasyon Turizm Eğitim Danışmanlık Ltd. Şti.}, year = {2017}, volume = {7}, pages = {38 - 43}, doi = {}, title = {THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES}, key = {cite}, author = {ERDOGAN, Tolga} }
APA ERDOGAN, T . (2017). THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES. The Eurasia Proceedings of Educational and Social Sciences , 7 () , 38-43 . Retrieved from https://dergipark.org.tr/tr/pub/epess/issue/30770/332650
MLA ERDOGAN, T . "THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES". The Eurasia Proceedings of Educational and Social Sciences 7 (2017 ): 38-43 <https://dergipark.org.tr/tr/pub/epess/issue/30770/332650>
Chicago ERDOGAN, T . "THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES". The Eurasia Proceedings of Educational and Social Sciences 7 (2017 ): 38-43
RIS TY - JOUR T1 - THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES AU - Tolga ERDOGAN Y1 - 2017 PY - 2017 N1 - DO - T2 - The Eurasia Proceedings of Educational and Social Sciences JF - Journal JO - JOR SP - 38 EP - 43 VL - 7 IS - SN - -2587-1730 M3 - UR - Y2 - 2020 ER -
EndNote %0 The Eurasia Proceedings of Educational and Social Sciences THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES %A Tolga ERDOGAN %T THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES %D 2017 %J The Eurasia Proceedings of Educational and Social Sciences %P -2587-1730 %V 7 %N %R %U
ISNAD ERDOGAN, Tolga . "THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES". The Eurasia Proceedings of Educational and Social Sciences 7 / (Ağustos 2017): 38-43 .
AMA ERDOGAN T . THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES. EPESS. 2017; 7: 38-43.
Vancouver ERDOGAN T . THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND LANGUAGE LEARNING STRATEGIES. The Eurasia Proceedings of Educational and Social Sciences. 2017; 7: 43-38.