THE USE OF SELF-REGULATED L2 LEARNING STRATEGIES BY FRESHMEN STUDENTS IN THE TURKISH UNIVERSITY CONTEXT
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Dosyalar
Tarih
JULY 2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
ÇAĞ ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Learning and teaching methods in a foreign language have changed for decades.
Thus, the role of learners has become more active in the L2 learning process. In
addition, self-concepts have come into prominence with regard to the role of learners in
the process and learners need to use some L2 learning strategies. Additionally, self-
regulation has a significant role in this process. In this sense, this study aimed to
determine the level of freshmen students‟ self-regulated L2 learning strategies use. The
purpose of the study was also to identify which self-regulated L2 learning strategies are
used the most and the least by freshmen students. The study also aimed to determine
whether there are significant differences in the use of self-regulated L2 learning
strategies by freshmen learners in terms of gender, department and the type of high
school. The study was conducted with 323 freshmen students at a private university in
Kayseri, Turkey. And, convenience sampling was used to select participants. In this
quantitative survey-based research study, a Self-Regulated L2 Learning Strategy Use
Scale was used to collect data. Data were analysed by using SPSS 23.00. The results of
the study showed that freshmen students usually use self-regulated L2 learning
strategies. Results also revealed that the most used Self-Regulated L2 Learning
strategies are meta-cognitive strategies while the least used Self-Regulated L2 Learning
strategies are cognitive strategies. Furthermore, results showed that there is a
statistically significant difference between freshmen students‟ use of self-regulated L2
learning strategies in terms of gender. According to the department, there is also a
statistically significant difference between freshmen students‟ self-regulated L2 learning
strategies. However, there is not a statistically significant difference between freshmen
students‟ use of self-regulated L2 learning in terms of the type of high school.
Açıklama
Anahtar Kelimeler
Language learning strategies, self-regulation, self-regulated L2 learning strategies, freshmen students
