Publication details
Assessing the use of foreign language learning strategies and their effectiveness at the upper secondary comprehensive schools in the Czech Republic
| Authors | |
|---|---|
| Year of publication | 2007 |
| Type | Article in Proceedings |
| Conference | EARLI Conference 28.8. až 1.9.2007, Developing Potentials for Learning |
| MU Faculty or unit | |
| Citation | |
| Web | http://is.muni.cz/el/1441/jaro2004/SZ7BP_MET1/1129703/ |
| Field | Pedagogy and education |
| Keywords | Learning strategies; second language acquisition; secondary schools |
| Description | The use and effectiveness of foreign language learning strategies (FLLS) was assessed by SILL inventory constructed on the basis of Oxford FLLS taxonomy (1990) at upper secondary comprehensive schools in the Czech Republic. The article describes using of 85 strategies: direct (memory strategies, cognitive, compensation strategies) and indirect strategies (metacognitive, affective, social). The strategies were used at average only seldom. 40% of the SILL strategies are not used at all, 85% are used not enough. Direct strategies were significantly more used than indirect strategies. The significantly most used group of strategies were compensatory strategies, the least used were affective and memory strategies. Half of the 606 learners were not interested how to learn effectively or better, most of them do not have goals in learning and do not plan learning. From the 85 strategies only 46 was found to correlate with some of the indicators of learning effectiveness. In addition 87% of these 46 strategies are less used, whereas 26% from these 46 strategies are very seldom or never used. The most effective group was cognitive strategies. In the regression model the strategies explain quite well and significantly the grade at school and the proficiency, the model is better if we include some other variables like motivation, stay abroad, and teacher). A significantly positive effect of teacher on learning strategies was found. |
| Related projects: |