Nationality &Language Learning Strategies of ELT-Major University Students
Title
Nationality &Language Learning Strategies of ELT-Major University Students
Nationality &Language Learning Strategies of ELT-Major University Students
Keywords: No Keyword
Authors
Mustafa Z Altan
ELT Department at Inonu University, Malatya, Turkey
Mustafa Z Altan
ELT Department at Inonu University, Malatya, Turkey
Bio Data
Asst. Prof. Dr. Mustafa Z. Altan has been teaching for 17 years, and has both published and presented papers in Turkey and abroad. He currently chairs the ELT Department at Inonu University, Malatya, Turkey. His research interests include practicum in teacher education, teacher development, individual differences in language learning, and the theory of Multiple Intelligences.
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.
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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