University of Bahrain
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Language Learning Strategy Use by Turkish International School Students in Yemen

Show simple item record AlSohbani,Yehia Ahmed 2018-07-26T05:58:03Z 2018-07-26T05:58:03Z 2018-07
dc.identifier.issn 2210-1578
dc.description.abstract This study intended to investigate the Language Learning Strategies(LLSs) of Yemeni secondary school students studying at the Turkish international school in Sana'a, where English is a medium of instruction. Eighty-three (83) students (males= 40 and females= 43) were the participants of the study, 78 responded to the Strategy Inventory for Language Learning (SILL) (Oxford, 1990) of ESL or EFL version of 50 statements. The responses were calculated through statistical analysis in terms of mean, standard deviation, correlation and the t' test. It was found that: a) all participants found to be high users (Means above 3.5) of meta cognitive strategies, and medium users of the left five strategies. Memory & affective. strategies the most infrequently used. The learners' use of cognitive strategies highly correlated with their scores in speaking and reading skills. Affective strategies and gender correlated significantly with learners' level. However, there was no significant difference between male and female students regarding their use of the six categories of LLSs. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.subject Language learning strategies en_US
dc.subject learners en_US
dc.subject secondary school en_US
dc.title Language Learning Strategy Use by Turkish International School Students in Yemen en_US
dc.type Article en_US
dc.volume 06
dc.issue 02
dc.pagestart 95
dc.pageend 106
dc.source.title Journal of Teaching and Teacher Education
dc.abbreviatedsourcetitle JTTE

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