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Abstract
Although there has been an increase in research articles in recent
years dealing with language learning strategies, nationality is
one of the neglected variables. This paper presents the results
of an international study identifying the preferences of language
learning strategies of English Language Teaching (ELT) majors. The
subjects of the study are attending ELT departments of universities
in three different countries: China, Hungary and Turkey. The paper
also seeks to identify the most and the least used strategies by
these groups in addition to investigating the relationship between
nationality and language learning strategy preferences. According
to the results of the SILL, the findings indicate that very little
differences (although not at a significant level) in overall strategy
use emerged among Chinese, Hungarian, and Turkish background ELT-major
learners. Within strategy categories, however, significant differences
did emerge, and in terms of individual strategy use, major difference
also emerged, especially in the most preferred strategy groups.
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