Article published in:Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 28:1 (2015) ► pp. 48–72
Spanish pre-service teachers of English
Perceived use of language learning strategies and its relationship with proficiency
This study examined patterns of perceived strategy use among prospective Spanish primary teachers of English and the relationship between those strategies and the prospective teachers’ English proficiency. A total of 116 student teachers were administered the Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 (ESL/EFL). The Oxford Placement Test was used to obtain a measure of proficiency in English. Descriptive statistics, a post hoc thematic analysis and Spearman correlation coefficients were used to analyze the data. The results showed that the participants were medium-to-high strategy users overall and that they reported using metacognitive strategies and those relating to understanding most frequently, while memory and affective strategies were used least frequently. According to the self-reported study data, the most frequently-used individual strategy involved paying attention to language whereas the least-used strategy involved writing down feelings in a learning diary. Findings indicate a generally low correlation between strategy group scores and English proficiency. In addition, there is no significant correlation between the SILL and proficiency scores; however, when the low-use strategies are not computed for the measure of frequency of language learning strategy use, a significant positive correlation is found between self-reported frequency of strategy use and proficiency.
Keywords: Strategy Inventory for Language Learning, language proficiency, Oxford Placement Test, learning strategies, pre-service language teachers, English language
Published online: 10 September 2015
(2010) Language learning strategies: Perceptions of female Saudi EFL learners. Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching 2010 . Retrieved from http://www.ling.lancs.ac.uk/pgconference/v06/HindAljuaid.pdf
Bedell, D., & Oxford, R.
(1996) Cross-cultural comparisons of language learning strategies in the People’s Republic of China and other countries. In R. Oxford (Ed.), Language learning strategies around the world: Cross cultural perspectives (pp. 35–60). University of Hawaii at Manoa: Second Language Teaching and Curriculum Center.
Chamot, A.U., & O’Malley, J.
García Herrero, M.M.
Goh, C., & Foong, K.P.
Green, J.M., & Oxford, R.
(2003b) Language learning strategy use and proficiency: The relationship between patterns of reported language learning strategy (LLS) use by speakers of other languages (SOL) and proficiency with implications for the teaching/learning situation. PhD Thesis. Retrieved from https://researchspace.auckland.ac.nz/handle/2292/9
(2004) Language learning strategies: Theory and research. Occasional Paper No. 1. Auckland: AIS St. Helens, Centre for Research in International Education. Retrieved from http://www.crie.org.nz/research-papers/c_griffiths_op1.pdf
Griffiths, C., & Oxford, R.
Heo, M., Stoffa, R., & Kush, J.C.
Hsiao, T.Y., & Oxford, R.
Lee, K., & Oxford, R.
Magogwe, J., & Oliver, R.
Nisbet, D.L., Tindall, E.R., & Arroyo, A.A.
O’Malley, J.M., & Chamot, A.U.
(1994) Language learning strategies: An update. ERIC Digest. (Report No. EDO-FL-95-02). ERIC Clearinghouse on Language and Linguistics: Washington, DC. Retrieved from http://www.ericdigests.org/1995-2/update.htm
Oxford, R., & Burry-Stock, J.A.
Oxford, R., & Cohen, A.
Oxford, R., & Ehrman, M.E.
Oxford, R., & Nyikos, M.
Peacock, M., & Ho, B.
Politzer, R.L., & McGroarty, M.
Riazi, A., & Rahimi, M.
Robson, G., & Midorikawa, H.
(2003) Language learning strategy use in Palestine. TESL-EJ, 7(2), 20–33. Retrieved from http://tesl-ej.org/ej26/a3.html
Tseng, W.T., Dörnyei, Z., & Schmitt, N.
Vann, R., & Abraham, R.