LEARNER EFFECTIVENESS: A CAUSE OF LEARNER STRATEGY USE?

Аннотация:

The article indicates that researchers have developed strategies to determine which one will be more effective for students in teaching a second language (Ellis 2008). Agreeing to this reason, the researchers processed three steps for the students, which the first was training strategy questionnaire, which consists of two parts, 40 items, in accordance with the strategy questionnaire by Wong and Nunan (2011). Secondly, for this study, they selected students in the first year of postgraduate studies from Eastern Azerbaijan province as participants, 441 students of which were 224 boys and 217 girls. Third, they sent a survey questionnaire to selected participants and asked them to complete it. Ultimately, the researchers used the chi-square test to validate the collected research data. The study found significant differences between more effective and less effective use of language strategies by English learners. As a result of these studies, it was clarified that curriculum designers should include specific parts in the teaching materials for EFL classes, in which students are introduced to various learning strategies and learn to use the most effective strategies for completing language learning tasks. It has also been said that target language teachers should introduce their students to various strategies for dominating a second language.