외국어 학습 전략 사용과 영어 학업성취도의 관계

The relationship of language learning strategies and English achievements

  This study aimed to investigate the relationship of languages learning strategies and the vocabulary, listening, reading, listening and reading, and KSAT achievements. This research was done with 130 girls’ high school students who were divided into three groups: low, mid, and high. Data were gathered and analyzed using SPSS ANOVA and regression analysis. The study showed that there are significant differences in the amount of strategy use between low-level students and high-level students in all researched areas, and between mid-level students and high-level students in reading, listening and reading, and KSAT. And, it was found that memory, recognition, and metacognition strategies have highly significant relationships with all level-based groups. Finally, metacognition strategies are the best indicators which will predict the achievement in vocabulary, reading, and listening and reading, and cognition strategy in listening and KSAT. Findings suggested that the use of language learning strategies influences students’ achievement, and that if learners can use learning strategies more and better, their achievements will be improved.