Publication: Language learning strategy use by spanish EFL students:
the effect of proficiency level, gender, and motivation
Authors
Risueño Martínez, Jesús J. ; Vázquez Pérez, María Luisa ; Hidalgo Navarrete, José ; Blanca de la Paz, Soledad de la
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El propósito de este estudio es investigar el uso de las estrategias de aprendizaje de la lengua
extranjera por parte de estudiantes de inglés con distintos niveles de competencia. Además, intenta
explorar la relación que pueda haber entre ese uso y otras variables como el nivel de competencia, el
sexo y la motivación. Se ha utilizado un cuestionario para la obtención de los datos. Los resultados
indican que nuestros participantes (N=206) hacen un uso moderado de esas estrategias, siendo las
más utilizadas las metacognitivas y las afectivas. El nivel de competencia sólo tuvo un impacto
significativo en la categoría de estrategias cognitivas entre los estudiantes del nivel más alto y los
de los niveles básicos. No se encontraron diferencias significativas entre las mujeres y los hombres
en el uso de las estrategias. Sin embargo, el factor motivacional sí arrojó diferencias significativas.
This article aims to investigate the use of Language Learning Strategies (LLSs) by Spanish EFL students, as well as the relationship between that use and other learner variables such as the proficiency level, gender, and motivation. Participants were 206 Spanish students of English from different proficiency levels. The instrument used to collect data was a questionnaire. The results show that the participants use LLSs moderately with a high preference for metacognitive and affective strategies. Proficiency level did not have a significant effect, except in the cognitive category between proficient and basic users groups. In relation to gender, there were not statistically significant differences between male and female students. However, motivation had a paramount effect in the use of LLSs.
This article aims to investigate the use of Language Learning Strategies (LLSs) by Spanish EFL students, as well as the relationship between that use and other learner variables such as the proficiency level, gender, and motivation. Participants were 206 Spanish students of English from different proficiency levels. The instrument used to collect data was a questionnaire. The results show that the participants use LLSs moderately with a high preference for metacognitive and affective strategies. Proficiency level did not have a significant effect, except in the cognitive category between proficient and basic users groups. In relation to gender, there were not statistically significant differences between male and female students. However, motivation had a paramount effect in the use of LLSs.
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Citation
Revista de Investigación Educativa, V. 34, N. 1, 2016
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