Uncovering language learning strategies of digital native EFL students in a Turkish EFL context

Abstract

The pervasive influence of technology crosses borders, reshaping personal, professional, and social realms globally, with education notably transformed in schools and communities. This study aims to uncover language learning strategies among digital natives in the Turkish EFL context through a quantitative research design. The study revealed that gender differences arose in the utilisation of affective strategies, with females exhibiting significantly higher scores. Conversely, the use of metacognitive strategies was observed to be a consistently preferred approach among both genders. Proficiency levels affected compensatory strategy use, highlighting the impact of educational context. Digital strategies reflected a strong tendency towards gratification and rewards, with gender differences evident in multitasking. Using technology correlated positively with memory, cognitive, metacognitive, and social strategies. Multitasking correlated significantly with cognitive strategies, while graphic communication and gratification and rewards showed various relationships with memory, compensatory, affective, and social strategies. The findings suggest implications for English teachers, policymakers, and authorities. The policymakers should take students’ needs and characteristics into consideration in forming technology-related educational policies. Besides, teachers should provide their students with new experiences utilizing digital tools to learn English. Accordingly, activities should be arranged appropriately based on such student characteristics rather than sticking to the conventional teaching methodologies. It is therefore recommended that EFL teachers receive professional training in order to enable them to cater effectively to digital native learners.

Keywords

• Digital natives
• language learning strategies
• English language teaching
• EFL students

References

1. Ada, S. (2011). Özel ilköğretim okulu öğrencilerinin dil öğrenme stratejileri üzerine bir çalışma. (Master’s Thesis). Trakya Üniversitesi, Sosyal Bilimler Enstitüsü, Edirne.
2. Ahsanah, F. (2020). Gender and age differences in the use of language learning strategies by junior and senior high school students. Journal of English Teaching, 6(1), 50-59.
3. Akay, C. & Akbarov, A. (2015). Description of learning strategies and socio-cultural background influence on the productive skills of Turkish and Bosnian students. Journal of Education and Human Development, 4(1), 213-217.
4. Al-Bayati, Z. A. A. D. (2021). Direct language learning strategies in EFL. Al-Ustath Journal for Humanand Social Sciences, 60(1), 115-125.
5. Alfian, A. (2016). The application of language learning strategies of high school students in Indonesia. Indonesian Journal of English Education, 3(2), 140-157.
6. Ali, H. H., & Paramasivam, S. (2016). Language learning strategies across proficiency levels among EFL pre-university students. Journal of Applied Linguistics and Language Research, 3(4), 135-148.
7. Alnujaidi, S. (2019). The relationship between EFL students’ perceptual learning styles and their language learning strategies in Saudi Arabia. International Journal of English Linguistics, 9(1), 69-78.
8. Ariyani, F., Rusminto, N. E., & Setiyadi, B. (2018). Language learning strategies based on gender. Theory and Practice in Language Studies, 8(11), 1524-1529.

9. Arslan, A. (2011). Ayrılıp birleşme tekniğinin erişiye, öz yeterlilik inancına ve öz düzenleme becerisine etkisi. ZKÜ Sosyal Bilimler Dergisi, 7(13), 369-385.
10. Baltaoğlu, M. G., & Güven, M. (2019). Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example). South African Journal of Education, 39(2), 1-11.
11. Bećirović, S., Brdarević-Čeljo, A. & Polz, E. (2021). Exploring the relationship between language learning strategies, academic achievement, grade level and gender. Journal of Language and Education, 7(2), 93-106.
12. Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: towards a more nuanced understanding of students’ technology experiences. Journal of Computer Assisted Learning, 26(5), 321-331.
13. Blau, I., Peled, Y., & Nusan, A. (2016). Technological, pedagogical and content knowledge in one-to-one classroom: Teachers developing “digital wisdom”, Interactive Learning Environments, Interactive Learning Environments, 24(6), 1-16.
14. Canbay, F. (2020). The relationship between self-regulation and use of language learning strategies in secondary school students. PASAA, 60, 1-22.
15. Castillo, M. C. D. A., & Córdova, K. E. G. (2013). Language learning strategies and academic success: a Mexican perspective. Universitas Psychologica, 13(2), 703-713.
16. Cesur, M. O. & Fer, S. (2007). Dil öğrenme stratejileri envanterinin geçerlik ve güvenirlik çalışması nedir? Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi,4(2), 49-74.
17. Chen, M. L. (2014). Age differences in the use of language learning strategies. English Language Teaching, 7(2), 144-151.
18. Çetin, İ. S. (2019). Language learning strategies of preparatory students at Selçuk University School of Foreign Languages (Master thesis, Necmettin Erbakan University, Konya, Türkiye).
19. Çimen, B., & Hangül, S. (2021). Digital immigrant teachers’ perceptions about digital native students: An investigation into Turkish school context. European Journal of Education and Psychology, 14(2), 1-21.
20. Daflizar, Sulistiyo, U., & Kamil, D. (2022). Language learning strategies and learner autonomy: the case of Indonesian tertiary EFL students. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 257-281.
21. Dahmash, M. N. (2023). An Investigation of Language Learning Strategies Used by Female Saudi EFL College Students. Department of English Language and Literature Al-Imam Mohammed Ibn Saud Islamic University (M.A.Thesis). Retrieved fromArab World English Journal (ID Number: 290) February,2023:1-51.
22. Dawadi, S. (2017). Language learning strategies profiles of EFL learners in Nepal. European Journal of Educational and Social Sciences, 2(2), 42-55.
23. Doğusoy, B., & İmer, G. (2019). Investigation of secondary school students’ digital native characteristics evaluations. Elementary Education Online, 18(4), 1766-1778.
24. Duong, T. M. (2015). A portfolio-based learner autonomy development model in an EFL writing course (Doctoral dissertation, Suranaree University of Technology]) Retrieved from http://sutir.sut.ac.th:8080/sutir/handle/123456789/5967
25. Duong, T. M., Tran, T. T. H., Tran, T. Q. (2019). Eleventh graders’ actual use of English learning strategies at Duong Van Duong high school. VNU Journal of Foreign Studies, 35(1), 114–130.
26. El-Dib, M. A. B. (2004). Language learning strategies in Kuwait: Links to gender, language level, and culture in a hybrid context. Foreign Language Annals, 37(1), 85-95.
27. Eraslan, A. & Höl, D. (2014). A study on language learning strategies of Turkish EFL learners at a state university. Journal of Second and Multiple Language Acquisition, 2(2), 1-10.
28. Franco Naranjo, P., Pino Juste, M. R., & Rodríguez López, B. M. (2009). Tipología y frecuencia del uso de estrategias en el aprendizaje del inglés como lengua extranjera. Language learning strategy use by Spanish EFL students: the effect of proficiency level, gender, and motivation Enseñanza & Teaching. Revista Interuniversitaria de Enseñanza, 27(2), 171-191.
29. Franco, C. D. P. (2013). Understanding digital natives’ learning experiences. RBLA, Belo Horizonte, 13(3), 643-658.
30. García Herrero, M. M., & Jiménez Vivas, A. (2014). Estrategias en el aprendizaje de la lengua extranjera y niveles de competencia en estudiantes universitarios de magisterio. Revista de Investigación Educativa, 32(2), 363-378.
31. Ghavamnia, M., Kassaian, Z., Dabaghi, A., & Varnosfadrani, A. D. (2011). The relationship between language learning strategies, language learning beliefs, motivation, and proficiency: a study of EFL learners in Iran. Journal of Language Teaching and Research, 2(5), 1156-1161.
32. Gorevanova, A. (2000). The relationship between students' perceptual learning style preferences, language learning strategies and English language vocabulary size (Master thesis, Bilkent University, Ankara, Türkiye). Retrieved from https://repository.bilkent.edu.tr/server/api/core/bitstreams/f0b7feac-db55-4ccb-967e-9f2cec48870c/content
33. Green, J., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.
34. Griffiths, C. (2003). Patterns of language learning strategy use. System, 31(3), 367-383.
35. Gunastri, E. S. A., Vianty, M., & Fiftinova, F. (2020). A survey on language learning strategies employed by the sixth-semester students of English education study program at three universities in Palembang (Unpublished doctoral dissertation). Universitas Sriwijaya, Indonesia.
36. Hong-Nam, K., & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34(3), 399–415.
37. Kaymaz, E. (2023). Investigation of the preparatory school students’ use of language learning strategies (Unpublised Master thesis). Ufuk University, Ankara, Türkiye.
38. Kim, G. & Bae, J. (2020). A study into students’ use of digital English learning strategies in tertiary education. Teaching English with Technology, 20(1), 21-42.
39. Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169-183.
40. Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142.
41. Kristy, A. N. T., Malihah, N., Risdianto, F., & Supard, S. (2022). Digital natives’ problems and challenges in learning English. Leksika, 16(1), 26-32.
42. Koumachi, B. (2019). The digital turn in higher education: “Digital natives” mythbusted. International Journal of Technology in Education and Science, 3(1), 56-62.
43. Kunasaraphan, K. (2015). English learning strategy and proficiency level of the first year students. Procedia -Social and Behavioral Sciences, 1853–1858
44. Kurt, G., & Atay, D. (2006). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Journal of Theory and Practice in Education, 3(1), 12-23.
45. Lai, C. (2009). Language learning strategy use and English proficiency of university freshmen in Taiwan. TESOL Quarterly, 43(2), 255-280.
46. Lee, S. (2012). Storytelling supported by technology: An alternative for EFL children with learning difficulties. The Turkish Online Journal of Education Technology, 11, 279-307.
47. Lestari, I. W., & Azizi, M. I. (2021). Preferred language learning strategies employment based on gender. Advances in Social Science, Education and Humanities Research, 626, 87-92.
48. Liu, D. (2004). EFL proficiency, gender and language learning strategy use among a group of Chinese technological institute English majors. Annual Review of Education, Communication and Language Sciences, 1(1), 36-56.
49. Liu, H., Wang, L., & Koehler, M. J. (2019). Exploring the intention-behavior gap in the technology acceptance model: A mixed-methods study in the context of foreign language teaching in China. British Journal of Educational Technology, 50(5), 2536-2556.
50. López Aguado, M. (2011). Estrategias de aprendizaje en estudiantes universitarios. Diferencias por género, curso y tipo de titulación. TESI, 12(2), 203-233.
51. Maqbool, S., Ismail, S. A. M., & Maqbool, M. S. (2020). Language learning strategies for Gen Z ESL learners as digital natives. Universal Journal of Educational Research, 8(8), 3439-3448.
52. Meliasari, R. (2019). Exploring English foreign language students’ learning strategies in reading ELT materials. Journal of Applied Linguistics (ALTICS), 1(1), 76-85.
53. Montero-SaizAja, A. (2021). Gender-based differences in EFL learners’ language learning strategies and productive vocabulary. Theory and Practice of Second Language Acquisition, 7(2), 83-107.
54. Mutar, Q. M. (2018). Language learning strategy use and English proficiency of Iraqi upper secondary school students. Advances in Language and Literary Studies, 9(4), 59-67.
55. Nhem, D. (2019). Language learning strategies: A comparative study of young adolescent Cambodian learners. International Journal of Language and Literary Studies, 1(2), 34-45.
56. Nikoopour, J., Amini Farsani, M., & Kashefi Neishabouri, J. (2011). Language learning strategy preferences of Iranian EFL learners ICSSH, 5(2), 360-364.
57. Nikoopour, J., Salimian, S., Salimian, S., & Farsani, M. A. (2012). Motivation and the choice of language learning strategies. Journal of Language Teaching and Research, 3(6), 1277-1283.
58. Nguyen, T. D., Trinh, H. T., & Huynh, M. T. (2012). Language learning strategies used by non-English majorfreshman at Can Tho University. CTU Journal of Science, 23b, 42–49.
59. Organisation for Economic Co-operation and Development (OECD). (2024). The use of digital technologies to enhance foreign language learning. OECD Publishing.
60. Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73(3), 291-300.
61. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston:Heinle & Heinle.
62. Oxford, R. L., & Ehrman, M. (1995). Adults, language learning strategies in an intensive foreign language program in the United States. System, 23(3), 359-386.
63. Prensky, M. (2001a). Digital natives, digital immigrants, part 1. On the Horizon, 9(5), 1-6.
64. Prensky, M. (2001b). Digital natives, digital immigrants, part 2: Do they really think differently? On the Horizon, 9(6), 1-6.
65. Rabadi, R. I. (2019). The relationship between language learning strategies and vocabulary size among high school ELL students. International Journal of English Linguistics, 9(1), 120-134.
66. Radwan, A. A. (2011). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. Asian EFL Journal, 13(1), 115-163.
67. Rahimi, M., & Allahyari, A. (2019). Effects of multimedia learning combined with strategy-based instruction on vocabulary learning and strategy use. SAGE Open, 9(2), 1-14.
68. Ramadan, S. F. F. (2021). Language learning strategies employed by EFL learner (Master thesis, Istanbul Aydın University, İstanbul, Türkiye).
69. Razı, S. (2012). Turkish learners’ language learning strategy employment at university level. Journal of Theory and Practice in Education, 8(1), 94-119.
70. Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8- to 18-year-olds. California: Kaiser Family Foundation.
71. Sadiku, M. N. O, Chukwu, U. C., Ajayi-Majebi, A., & Musa, S. M. (2022). Education for digital natives. International Journal of Trend in Scientific Research and Development, 6(3), 758-766.
72. Sarkar, N., Ford, W., & Manzo, C. (2017). Engaging digital natives through social learning. Systemics, Cybernetics and informatics, 15(2), 1-4.
73. Sepasdar, M, & Soori, A. (2014). The impact of age on using language learning strategies. International Journal of Education & Literary Studies, 2(3), 26-31.
74. Setiyadi, A. B. (2001). Language learning strategies: Classification and pedagogical implication. TEFLIN Journal: A publication on the teaching and learning of English, 12(1), 15–28.
75. Setiyadi, B. (2004). Redesigning language learning strategy classifications. TEFLIN Journal, 15(2), 230–245.
76. Silitonga, F. D. E., Pinem, S. M., Simbolon, L., Lingga, L. M., & Saragih, E. (2020). Learning style in language learning classroom. Journal of English Language Education, 3(1), 53-62.
77. Sundqvist, P. & Sylvén, L. K. (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26, 3-20.
78. Tabanlioğlu, S. (2003). The relationship between learning styles and language learning strategies of pre-intermediate EAP students (Master thesis, Middle East Technical University, Ankara, Türkiye). Retrieved from https://etd.lib.metu.edu.tr/upload/1014034/index.pdf
79. Tabeti, S. (2017). Assessing language learning strategy use: the case of the 1st year EFL students at theUniversity of Mascara (Doctoral dissertation, University of Tlemcen, Tlemcen, Angeria). Retrieved fromhttp://dspace.univ-tlemcen.dz/bitstream/112/11093/1/tabti-soumia.pdf
80. Taheri, A. A., & Davoudi, M. (2016). The effect of the keyword method on vocabulary learning and long-term retention. International Journal of Language and Linguistics, 3(1), 114-125.
81. Tanjung, F. (2018). Language learning strategies in English as a foreign language classroom in Indonesian higher education context. LLT Journal: A Journal on Language and Language Teaching, 21(Suppl), 50–68.
82. Teo, T. (2013). An initial development and validation of a digital natives assessment scale (DNAS). Computers & Education, 67, 51-57.
83. Thompson, P. (2013). How digital native learners describe themselves. Education and Information Technologies, 20(3), 467–484.
84. Vo, T. T. T, & Duong, T. M. (2020). Non-English majors’ perceptions and use of metacognitive strategies at a Vietnamese EFL context. TNU Journal of Science and Technology, 225(12), 131–138.
85. Xu, X. (2011). The relationship between language learning motivation and the choice of language learning strategies among Chinese graduates. International Journal of English Linguistics, 1(2), 203-212.
86. Waldvogel, D.A. (2013). The relationships between vocabulary learning strategies and vocabulary size among adult Spanish foreign language learners. The Journal of Language Teaching and Research, 4(2), 209-219.
87. Wu, Y.L. (2008). Language learning strategies used by students at different proficiency levels. Asian EFL Journal, 10(4), 75–95.
88. Xie, A., Huang, F., & Zhao, M. (2023). Examining Chinese university students’ digital nativity and its effect on their intentions to use technology in English learning. International Journal of Educational Research Review, 8(1), 1-8.
89. Yaacob, A., Shapii, A., Alobaisy, A. S., Al-Rahmi, W. M., Al-Dheleai, Y. M., Yahaya, N., & Alamri, M. M. (2019). Vocabulary learning strategies through secondary students at Saudi school in Malaysia. SAGE Open, 9(1), 1-12.
90. Yáñez L., & Coyle, V. (2011). Children's perceptions of learning with an interactive whiteboard. ELT Journal, 65(4), 446-457.