Uncovering language learning strategies in cadets at the Chilean Air Force Academy
Pineda Garfias, Claudia
xmlui.dri2xhtml.METS-1.0.item-advisorVéliz Campos, Mauricio
PublisherUniversidad Andrés Bello
MetadataShow full item record
The primary aim of this small scale investigation is to find out whether there are any Language Learning Strategies that account for students differences in learning a foreign language and if so which LLSs are used by sorne students that make them more successful L2 learners than others. In doing this research I want to uncover my 3rd year students' language learning strategies in order to determine whether they prefer one particular category at the expense of ali others or whether they use an evenly distributed set of strategies of ali types to improve upon their reading comprehension and listening skills. The study makes use of a Spanish adapted version of the Strategy lnventory for Language Learning Version 7.0 (ESL/EFL) in a sample of 17 3rd year students at the Chilean Air Force Academy who require to improve their English language skills as part of their professional training. The results show that as an overall the students used volitional and social strategies significantly more than any other category of strategies, with memory strategies ranking last on students' preference scale. The research also shows that more proficient students used more metacognitive strategies than less proficient students. The less proficient learners, on the other hand, preferred social strategies and cognitive strategies to metacognitive strategies. The research also analyzes individual strategy items, finding that the strategies reported as used more frequently by the more proficient learners were: Volitional, Cognitive and Metacognitive. To find out which type of strategy correlated with more successful learners' reading and listening proficiency, a correlational analysis was performed on students' cloze test seores and the strategies used, revealing that sorne strategies, such as cognitive and social had a positive effect on reading performance, whereas others seemed to have no effect with this group of participants. In terms of listening performance, there was a positive correlation only in the social strategy category.