Teachers’ and learners’ reported language learning strategy use: How do they match?
Authors: Petrogiannis, Konstantinos 
Psaltou-Joycey, Angeliki 
Agathopoulou, Eleni 
Gavriilidou, Zoe 
Publisher: Saita Publications
Issue Date: 1-Jan-2017
Book: Language learning strategies: Theoretical issues and applied perspectives 
Keywords: Language learning strategies, Questionnaires, Comparison, EFL teachers,, EFL learners, Greek schools
Abstract: 
This is the first study that compares the reported use of language learning strategies (LLS) of learners and teachers. The data come from answers in questionnaires completed by 3356 learners of EFL and 63 EFL teachers in primary and lower secondary schools in Greece. The learners’ questionnaire was an adapted Greek version of the Strategy Inventory for Language Learning (Oxford 1990), while the teachers’ questionnaire was a newly developed instrument to assess reported teachers’ promotion of LLS in the classroom. Results indicate a statistically significant difference between the teachers and the students regarding all LLS categories. Teachers report high LLS use, while learners report medium LLS use. On the other hand, there was no significant effect of level of education (primary/secondary) on LLS use.
URI: https://uniwacris.uniwa.gr/handle/3000/1056
Type: Book Chapter
Department: Department of Early Childhood Education and Care 
School: School of Administrative, Economics and Social Sciences 
Affiliation: University of West Attica (UNIWA) 
Appears in Collections:Book Chapter / Κεφάλαιο Βιβλίου

CORE Recommender
Show full item record

Page view(s)

38
checked on Nov 22, 2024

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.