Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.28, sa.1, ss.92-104, 2013 (SSCI)
The present study mainly explores the most and the least frequently used language learning strategies of ELT learners when learning German or French as their L3. Comparing independent samples t-test results and mean scores of the groups, it was investigated whether there is any difference in the use of language learning strategies of both groups. Moreover, the study aimed at finding out whether there is a correlation between the learners' strategy use and their success. The quantitative results revealed that the participants from both groups employed parallel strategies; compensation strategies emerged as the most frequently used ones whereas affective strategies appeared as the least frequently used ones. Moreover, no positive significant correlation was found between the use of strategies and the participants' success except for the memory strategies used by learners who were studying French. In addition that negative correlation was found between the learners' affective strategy use and academic success when learning German. The results were discussed in the light of the interview results.