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

Senad Bećirović; Amna Brdarević-Čeljo; Edda Polz

doi:10.17323/jle.2021.10771

Сенад Бечирович Международный университет Берча https://orcid.org/0000-0003-0216-9435
Амна Брдаревич-Чельо Международный университет Берча https://orcid.org/0000-0002-7712-3047
Эдда Полц Университетский колледж педагогического образования в Нижней Австрии https://orcid.org/0000-0003-1031-1163

DOI: https://doi.org/10.17323/jle.2021.10771

Ключевые слова: стратегии изучения языка, уровень успеваемости, год обучения, пол, успеваемость

Аннотация

Эффективность обучения может быть значительно повышена за счет частого использования различных стратегий обучения, практичность которых подтверждена обширными исследованиями. Таким образом, цель данной работы - внести свой вклад в этот массив исследований, определив, являются ли стратегии обучения значимыми предикторами успеваемости студентов в изучении английского языка как иностранного (EFL), а также выявить знание методов и различий в их использовании в зависимости от пола, года обучения и общего среднего балла среди 206 старшеклассников. Результаты показали, что когнитивные стратегии являются значимыми положительными предикторами, в то время как опора на память и аффективные стратегии являются значимыми негативными предикторами для достижений студентов в изучении иностранного языка. Более того, результаты показали значительное влияние общего среднего балла и незначительное влияние пола и класса на использование различных подтипов стратегий, при этом наиболее часто используемыми стратегиями были метакогнитивные, а наименее часто используемыми - аффективные стратегии. Кроме того, данное исследование подчеркивает важность внедрения методов обучения на основе стратегий в учебные программы по иностранным языкам в Боснии, а также стремится повысить осведомленность учителей о важности их применения в учебной среде.

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