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|Title: ||Language Learning Strategies of English as a Foreign Language University in Korea|
|Authors: ||Yang, Mihwa|
|Issue Date: ||20-Jul-2010 |
|Abstract: ||The purpose of this research was twofold. The first was to investigate which English
learning strategies are frequently used by EFL Korean university students, and the second was to
discover the differences in the use of English learning strategies by self-assessed language
proficiency and gender. This study investigated the strategy usage of 288 Korean university
students through administering a demographic questionnaire and Oxford’s (1990) SILL.
Independent t-tests, a one-way analysis of variance (ANOVA), a multivariate analysis of
variance (MANOVA), post-hoc Scheffé tests, and chi-square tests were performed at the .05
level of significance to answer research questions. The findings indicated that Korean university
students used a medium range of strategies. Compensation strategies were used most frequently
whereas memory strategies were used least frequently among Korean university learners.
Language proficiency levels had significant effects on the overall strategy use, the six categories
of strategy, and individual strategy use items. The present study also found that gender did not
affect the overall strategy usage of EFL Korean university learners, the six categories of strategy,
and individual strategy use. In sum, this research provides English teachers and curriculum
planners with validated information on strategies currently used by EFL Korean university
learners. The findings allow English teachers and curriculum planners to understand which
overall strategies are used by EFL Korean learners.|
|In Collections:||Curriculum, Instruction, and Media Technology|
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