Language Learning Strategies of EFL College Students

The objectives of the research were (1) to investigate the most dominant language learning strategies (LLS) used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2) to find out the differences of using LLS between high achieving students and low ach...

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Autor principal:	Dewi Furwana
Formato:	article
Lenguaje:	EN
Publicado:	Universitas Cokroaminoto Palopo 2017
Materias:	language learning strategies metacognitive compensation Language and Literature P
Acceso en línea:	https://doaj.org/article/3e195833238942988b24d32b0a2ce0e0
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spelling	oai:doaj.org-article:3e195833238942988b24d32b0a2ce0e02021-12-01T19:21:13ZLanguage Learning Strategies of EFL College Students10.30605/ethicallingua.v4i1.3492355-34482540-9190https://doaj.org/article/3e195833238942988b24d32b0a2ce0e02017-02-01T00:00:00Zhttps://ethicallingua.org/25409190/article/view/55https://doaj.org/toc/2355-3448https://doaj.org/toc/2540-9190 The objectives of the research were (1) to investigate the most dominant language learning strategies (LLS) used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2) to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1) metacognitive strategies was the most dominant LLS used, and (2) the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1) the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2) the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students. Dewi FurwanaUniversitas Cokroaminoto Palopoarticlelanguage learning strategiesmetacognitivecompensationLanguage and LiteraturePENEthical Lingua: Journal of Language Teaching and Literature, Vol 4, Iss 1 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	language learning strategies metacognitive compensation Language and Literature P
spellingShingle	language learning strategies metacognitive compensation Language and Literature P Dewi Furwana Language Learning Strategies of EFL College Students
description	The objectives of the research were (1) to investigate the most dominant language learning strategies (LLS) used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2) to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1) metacognitive strategies was the most dominant LLS used, and (2) the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1) the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2) the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students.
format	article
author	Dewi Furwana
author_facet	Dewi Furwana
author_sort	Dewi Furwana
title	Language Learning Strategies of EFL College Students
title_short	Language Learning Strategies of EFL College Students
title_full	Language Learning Strategies of EFL College Students
title_fullStr	Language Learning Strategies of EFL College Students
title_full_unstemmed	Language Learning Strategies of EFL College Students
title_sort	language learning strategies of efl college students
publisher	Universitas Cokroaminoto Palopo
publishDate	2017
url	https://doaj.org/article/3e195833238942988b24d32b0a2ce0e0
work_keys_str_mv	AT dewifurwana languagelearningstrategiesofeflcollegestudents
_version_	1718404625188519936

Language Learning Strategies of EFL College Students

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