Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude
The main objective of the study was to ascertain whether English as a Foreign Language learners with various levels of English language achievement differ significantly in applying foreign language learning strategies. We also aimed to explore strategy use frequency in connection with attitude towar...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.867714/full |
| _version_ | 1811258325389541376 |
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| author | Anita Habók Anita Habók Andrea Magyar Gyöngyvér Molnár Gyöngyvér Molnár |
| author_facet | Anita Habók Anita Habók Andrea Magyar Gyöngyvér Molnár Gyöngyvér Molnár |
| author_sort | Anita Habók |
| collection | DOAJ |
| description | The main objective of the study was to ascertain whether English as a Foreign Language learners with various levels of English language achievement differ significantly in applying foreign language learning strategies. We also aimed to explore strategy use frequency in connection with attitude toward English language learning. Data were collected from 1,653 lower secondary students in Hungary through a revised version of the previously developed online Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) based on Oxford’s Strategic Self-Regulation (S2R) Model. The findings point to statistically significant differences in the frequency of English language strategy use among more and less proficient learners. Quantitative analyses also reported that, in spite of the students stated low or moderate levels of strategy use, it turned out as a statistically significant predictor of foreign language attitude and language achievement. The results draw attention to the relevance of strategy research in foreign language teaching as well as encourages strategy teaching within language instruction. |
| first_indexed | 2024-04-12T18:11:36Z |
| format | Article |
| id | doaj.art-f177612bb5e9485d8d2c83491656c335 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T18:11:36Z |
| publishDate | 2022-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-f177612bb5e9485d8d2c83491656c3352022-12-22T03:21:48ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-05-011310.3389/fpsyg.2022.867714867714Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and AttitudeAnita Habók0Anita Habók1Andrea Magyar2Gyöngyvér Molnár3Gyöngyvér Molnár4Institute of Education, University of Szeged, Szeged, HungaryMTA–SZTE Digital Learning Technologies Research Group, Szeged, HungaryMTA–SZTE Digital Learning Technologies Research Group, Szeged, HungaryInstitute of Education, University of Szeged, Szeged, HungaryMTA–SZTE Digital Learning Technologies Research Group, Szeged, HungaryThe main objective of the study was to ascertain whether English as a Foreign Language learners with various levels of English language achievement differ significantly in applying foreign language learning strategies. We also aimed to explore strategy use frequency in connection with attitude toward English language learning. Data were collected from 1,653 lower secondary students in Hungary through a revised version of the previously developed online Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) based on Oxford’s Strategic Self-Regulation (S2R) Model. The findings point to statistically significant differences in the frequency of English language strategy use among more and less proficient learners. Quantitative analyses also reported that, in spite of the students stated low or moderate levels of strategy use, it turned out as a statistically significant predictor of foreign language attitude and language achievement. The results draw attention to the relevance of strategy research in foreign language teaching as well as encourages strategy teaching within language instruction.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.867714/fullself-regulated foreign language learninglanguage learning strategiesforeign language attitudelanguage achievementlower secondary students |
| spellingShingle | Anita Habók Anita Habók Andrea Magyar Gyöngyvér Molnár Gyöngyvér Molnár Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude Frontiers in Psychology self-regulated foreign language learning language learning strategies foreign language attitude language achievement lower secondary students |
| title | Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude |
| title_full | Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude |
| title_fullStr | Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude |
| title_full_unstemmed | Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude |
| title_short | Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude |
| title_sort | investigating the relationship among english language learning strategies language achievement and attitude |
| topic | self-regulated foreign language learning language learning strategies foreign language attitude language achievement lower secondary students |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.867714/full |
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