Perceptions and Use of Language Learning Strategies: Results From a Survey Study

• In Event: Second Language Learning, Instruction, and Pedagogical Issues

Abstract

This survey study explored perceptions and use of language learning strategies among English-as-a-Second-Language teachers and their English-learning students. The sample comprised 1,057 students (651 elementary, 275 middle, and 131 high school) and 54 teachers (31 elementary, 11 middle, and 12 high school) from 38 schools in one urban Midwestern school district. Results indicated that (a) the level of strategy effectiveness awareness among teachers working at all educational levels was high, (b) teacher and student strategy ratings differed qualitatively with teacher scores being primarily above the high level benchmark and those of students within the medium level benchmark, and (c) there were no significant relationships between teacher and student strategy ratings. Implications for future research and practice are discussed.

Authors

• Yuliya Ardasheva, University of Louisville

• Thomas R. Tretter, University of Louisville