Factors affecting the use of self-regulated L2 learning strategies in Turkish FLE context
Küçük Resim Yok
Tarih
2017
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Dergi ISSN
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Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending uponthe Strategic Self-Regulation (S2R) Model proposed by Oxford (2011), and to examine the relationships betweentheir reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning, andproficiency. The mixed methods sequential explanatory design was used in this study. Data were gathered bymeans of quantitative and qualitative data collection instruments. Quantitative data collection instruments wereadministered to 205 participants attending the Department of FLE at Trakya University, Turkey. Data wereanalyzed using frequency distribution and stepwise multiple regression analysis. As for the qualitative phase ofthe study, semi-structured interviews conducted with more and less frequent strategy users, were analyzed bymeans of descriptive analysis. Findings demonstrated that self-regulated L2 learning strategy use is affected byL2 learners' personality traits, identity, beliefs about L2 learning, and proficiency. This study discussessociological and psychological aspects of L2 learners apart from investigating their reported self-regulated L2learning strategy use, and factors affecting their strategy choice. Hence, it is assumed that the study will assistforeign language educators to make better sense of what Turkish L2 learners bring to the foreign languageeducation context.
Açıklama
Anahtar Kelimeler
Kaynak
Journal of Language and Linguistic Studies
WoS Q Değeri
Scopus Q Değeri
Cilt
13
Sayı
2
