JavaScript is disabled for your browser. Some features of this site may not work without it.
| dc.contributor.author | Ternesgen, Ambaneh | |
| dc.date.accessioned | 2017-08-23T03:06:10Z | |
| dc.date.available | 2017-08-23T03:06:10Z | |
| dc.date.issued | 2017-08-23 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7784 | |
| dc.description | Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Education in English (TEFL) | en_US |
| dc.description.abstract | This study explored the extent and types of language learning strategies employed by third year English major students of Bahir Dar University ft also targeted to investigate if there were differences in LLS use between high and low achievers. The research also examined the relationship between LLS use and Achievement in English. 53 male and 49 female (/otulcc.]02) students were taken as subjects of this study. Among these, 30 were considered as high achievers and another 30 as low achievers depending on their average results in English courses. Strategy Inventory for Language Learning questionnaire was also used to gather data about LLS use of the subjects Then, every questionnaire was coded and results were summed up for each IJ~S. An independent samples I-test showed that males significantly surpassed females in all types of language learning strategies except in compensation strategy in which the difference was found to be non-significant. Similarly, although males slightly excelled females in their achievement scores, there existed no significant difference between the sexes A regression analysis was also conducted to evaluate the effect of language learning strategy use on achievement in English courses. In addition, Pearson Product moment correlation was carried out to see the extent to which each learning strategy use was correlated one another, and to see if there was a significant correlation between the LLSs and students' achievement in English. Metacognitive strategy use generally is the one which is employed high, the remaining types of !JS are moderately used. However, compensation and affective strategies had the highest contribution. It was also found out that I I. 8 percent of the students "achievement is caused by the total effect of all predictor variables. Even though each language learning strategy had a non-significant contribution to students' achievement in English, these six types of IJ,S (memory, cognitive, compensation, metacogniiive. affective and social strategies) collectively had a significant effect on students' achievement. The difference between high and low achievers isfound to be significant (high achievers exceeding low achievers) in all types of !JS except social strategies. High achievers slightly surpass the low achievers in the use of social strategy, though the difference is not significant. Based on thesefindings, conclusions and recommendations were drawn al the end. | en_US |
| dc.subject | TEFL | en_US |
| dc.title | DIFFl~RENCES IN ACHIEVEMENT IN ENGLISH COURSES AS THE FlJNCTION OF LANGUAC}E LEARNfNG STRAIT~GIES (WITI-I PAIZTICULAI{ REFERENCE 'TO Tl{IRD YEAR ENCiLISfI MAJOR STUDENTS OF BAHIR DAR -·~ UNIVERSITY) | en_US |
| dc.type | Thesis | en_US |
