Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude

Area of Science:

• Second Language Acquisition
• Educational Psychology

Background:

• Foreign language learning strategy use varies among learners.
• Understanding these differences is crucial for effective teaching.

Purpose of the Study:

• To investigate differences in strategy application based on English proficiency.
• To explore the relationship between strategy use frequency, attitude, and achievement.

Main Methods:

• Survey administered to 1,653 Hungarian lower secondary students.
• Utilized a revised online Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ).
• Data analyzed quantitatively.

Main Results:

• Statistically significant differences in strategy use frequency between proficient and less proficient learners.
• Strategy use emerged as a significant predictor of foreign language attitude and achievement, even at low/moderate levels.
• Identified a link between strategy application and learner proficiency.

Conclusions:

• Learner proficiency level impacts foreign language strategy use.
• Explicit strategy instruction is recommended to enhance language learning outcomes.
• Strategy research is vital for informing pedagogical practices in foreign language teaching.