Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender

Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are signifi...

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Autores principales:	Senad Bećirović, Amna Brdarević-Čeljo, Edda Polz
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	language learning strategies grade level gpa gender achievement Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.10771 https://doaj.org/article/0ac43cb1e1104019a499b3c0568fea2f
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spelling	oai:doaj.org-article:0ac43cb1e1104019a499b3c0568fea2f2021-11-10T18:20:58ZExploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Genderhttps://doi.org/10.17323/jle.2021.107712411-7390https://doaj.org/article/0ac43cb1e1104019a499b3c0568fea2f2021-06-01T00:00:00Zhttps://jle.hse.ru/article/view/10771/12919https://doaj.org/toc/2411-7390Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are significant predictors of students’ achievement in learning English as a foreign language (EFL) as well as by exploring strategy awareness and variations in strategy use by gender, grade level, and overall grade point average (GPA) among 206 high school students. The results indicated that cognitive strategies are significant positive predictors, while memory and affective strategies are significant negative predictors of students’ achievement in foreign language learning. Moreover, the findings revealed a significant impact of overall GPA and an insignificant impact of gender and grade level on the use of strategy subtypes, with the most frequently used strategies being metacognitive and the least frequently used being affective strategies. Furthermore, this research highlights the importance of incorporating strategies-based instruction methods into foreign language curriculums in the Bosnian context and also aims to raise teachers’ awareness of the importance of their application in the classroom milieuSenad BećirovićAmna Brdarević-ČeljoEdda PolzNational Research University Higher School of Economicsarticlelanguage learning strategiesgrade levelgpagenderachievementEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 2, Pp 93-106 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	language learning strategies grade level gpa gender achievement Education L Philology. Linguistics P1-1091
spellingShingle	language learning strategies grade level gpa gender achievement Education L Philology. Linguistics P1-1091 Senad Bećirović Amna Brdarević-Čeljo Edda Polz Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender
description	Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are significant predictors of students’ achievement in learning English as a foreign language (EFL) as well as by exploring strategy awareness and variations in strategy use by gender, grade level, and overall grade point average (GPA) among 206 high school students. The results indicated that cognitive strategies are significant positive predictors, while memory and affective strategies are significant negative predictors of students’ achievement in foreign language learning. Moreover, the findings revealed a significant impact of overall GPA and an insignificant impact of gender and grade level on the use of strategy subtypes, with the most frequently used strategies being metacognitive and the least frequently used being affective strategies. Furthermore, this research highlights the importance of incorporating strategies-based instruction methods into foreign language curriculums in the Bosnian context and also aims to raise teachers’ awareness of the importance of their application in the classroom milieu
format	article
author	Senad Bećirović Amna Brdarević-Čeljo Edda Polz
author_facet	Senad Bećirović Amna Brdarević-Čeljo Edda Polz
author_sort	Senad Bećirović
title	Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender
title_short	Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender
title_full	Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender
title_fullStr	Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender
title_full_unstemmed	Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender
title_sort	exploring the relationship between language learning strategies, academic achievement, grade level, and gender
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.10771 https://doaj.org/article/0ac43cb1e1104019a499b3c0568fea2f
work_keys_str_mv	AT senadbecirovic exploringtherelationshipbetweenlanguagelearningstrategiesacademicachievementgradelevelandgender AT amnabrdarevicceljo exploringtherelationshipbetweenlanguagelearningstrategiesacademicachievementgradelevelandgender AT eddapolz exploringtherelationshipbetweenlanguagelearningstrategiesacademicachievementgradelevelandgender
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Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender

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