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Language learning strategies of Engl...

Yang, Mihwa.

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Language learning strategies of English as a foreign language university students in Korea.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Language learning strategies of English as a foreign language university students in Korea./
作者:	Yang, Mihwa.
面頁冊數:	164 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1950.
Contained By:	Dissertation Abstracts International71-06A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3404469
ISBN:	9781124015156

Language learning strategies of English as a foreign language university students in Korea.
Yang, Mihwa.

Language learning strategies of English as a foreign language university students in Korea. - 164 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1950.

Thesis (Ph.D.)--Indiana State University, 2010.

The purpose of this research was twofold. The first was to investigate which English learning strategies are frequently used by EFL Korean university students, and the second was to discover the differences in the use of English learning strategies by self-assessed language proficiency and gender. This study investigated the strategy usage of 288 Korean university students through administering a demographic questionnaire and Oxford's (1990) SILL. Independent t-tests, a one-way analysis of variance (ANOVA), a multivariate analysis of variance (MANOVA), post-hoc Scheffe tests, and chi-square tests were performed at the .05 level of significance to answer research questions. The findings indicated that Korean university students used a medium range of strategies. Compensation strategies were used most frequently whereas memory strategies were used least frequently among Korean university learners. Language proficiency levels had significant effects on the overall strategy use, the six categories of strategy, and individual strategy use items. The present study also found that gender did not affect the overall strategy usage of EFL Korean university learners, the six categories of strategy, and individual strategy use. In sum, this research provides English teachers and curriculum planners with validated information on strategies currently used by EFL Korean university learners. The findings allow English teachers and curriculum planners to understand which overall strategies are used by EFL Korean learners.

ISBN: 9781124015156Subjects--Topical Terms:

1018115
Education, Language and Literature.

Language learning strategies of English as a foreign language university students in Korea.
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500 $a Advisers: Susan J. Kiger; Leslie B. Barratt.
502 $a Thesis (Ph.D.)--Indiana State University, 2010.
520 $a The purpose of this research was twofold. The first was to investigate which English learning strategies are frequently used by EFL Korean university students, and the second was to discover the differences in the use of English learning strategies by self-assessed language proficiency and gender. This study investigated the strategy usage of 288 Korean university students through administering a demographic questionnaire and Oxford's (1990) SILL. Independent t-tests, a one-way analysis of variance (ANOVA), a multivariate analysis of variance (MANOVA), post-hoc Scheffe tests, and chi-square tests were performed at the .05 level of significance to answer research questions. The findings indicated that Korean university students used a medium range of strategies. Compensation strategies were used most frequently whereas memory strategies were used least frequently among Korean university learners. Language proficiency levels had significant effects on the overall strategy use, the six categories of strategy, and individual strategy use items. The present study also found that gender did not affect the overall strategy usage of EFL Korean university learners, the six categories of strategy, and individual strategy use. In sum, this research provides English teachers and curriculum planners with validated information on strategies currently used by EFL Korean university learners. The findings allow English teachers and curriculum planners to understand which overall strategies are used by EFL Korean learners.
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