Assessing students’ use of language learning strategies and their impact on study year
Open accessAbstract
Language learning strategies become the main factor that determines how and how well students learn a second or foreign language. They are essential tools for enabling students to learn successfully in acquiring the desired knowledge and skills. However, students’ proficiency and achievement in English language at different educational levels are not as expected from them. Therefore, this study attempted to assess the language learning strategies which were used by English major students of Addis Ababa University. The study employed mixed approach. The type of research method was descriptive survey. The total numbers of participants were 37 English major students of Addis Ababa University. The data were collected through questionnaire and interview. SPSS version 24 software was utilized to mainly analyze the quantitative part. For the qualitative part, Open code software was used. The result indicated that students were medium user of language learning strategies. The order of strategy use from the most used to the least used was as: metacognitive, social, affective, compensation, cognitive and memory respectively. All strategy type did not indicate Low range use. Statistically a significance difference was reported between second year (M=3.62, SD=0.44) and third year students’ score (M=3.05, SD=0.75) in using strategies in general, t (30)=2.552, p=0.016. Thus, Study year, had an impact on students’ use of strategy in the study. So as to increase strategies use, language learners are recommended to become familiar with language learning strategies. Finally, factors such as, motivation, proficiency level and learning style need to be further investigated.
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Studies suggest that Ethiopian students generally rely on rote memorization and are unfamiliar with effective VLSs.
“Studies suggest that Ethiopian students generally rely on rote memorization and are unfamiliar with effective VLSs (Gebremedhin, 2018;Asefaw, 2021;Degissew and Beriso, 2022).”
From Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students (2024) · cites this paper as Degissew and Beriso, 2022
The Results (section 3.1.2; page unavailable) report that memory strategies were the least preferred, while metacognitive and social strategies were used frequently—the opposite of a general reliance on memorization. The study examined 37 English majors at Addis Ababa University, not Ethiopian students generally, and does not establish that they were unfamiliar with effective vocabulary-learning strategies. (LLM, conf=0.85)
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Experimental — accuracy not yet measuredPrevious Ethiopian studies have mainly used quantitative methods, indicating the need for a mixed-method approach.
“Additionally, previous Ethiopian studies have mainly used quantitative methods, indicating the need for a mixed-method approach to provide deeper insights (Gebremedhin, 2018;Asefaw, 2021;Degissew and Beriso, 2022).”
From Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students (2024) · cites this paper as Degissew and Beriso, 2022
The Statement of the Problem identifies a gap in the topics studied by local researchers, not in their methods. Research Design (§2.1) says this paper used a mixed approach, but our copy does not say that previous Ethiopian studies were mainly quantitative or that their methods created a need for mixed-method research (searched for previous studies’ methods and a methodological gap). (LLM, conf=0.75)
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Cited by
Sorted by citations
Ayana, H., Mereba, T., & Alemu, A. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1399350 · Cited by 11 · see citing works
- Authors
- Degissew, D., & Beriso, I.
- Affiliations
- Wolaita Sodo University (ET)
- Addis Ababa University (ET)
- ORCID
- Beriso, Italo
- Venue
- International Journal of Language and Linguistics
- Publisher
- Science Publishing Group
- Published
- 2022
- Volume
- 10
- Issue
- 2
- Pages
- 77
- ISSN
- 2330-0205 (ISSN-L)
- OpenAlex
- W4290608940
- Cited by
- 1
- References
- 18
- Citations by year
- 2024: 1
- FWCI
- 0.94
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- International Journal of Language and Linguistics (publishedVersion, cc-by)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- language learning strategies, English as a foreign language, metacognitive strategies, social strategies, affective strategies, compensatory strategies, cognitive strategies, memory strategies, English majors, strategy use, Addis Ababa University
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