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Vlckova, K. Assessing the use of foreign language learning strategies and their effectiveness
at the upper secondary comprehensive schools in the Czech Republic. EARLI Conference
28.8. ­ 1.9.2007, Developing Potentials for Learning. University of Szeged, Eötvös Loránd
University, Hungarian Academy of Science : Budapest, Hungary, 2007. s. 3
URL: http://is.muni.cz/el/1441/jaro2004/SZ7BP_MET1/1129703/
Assessing the use of foreign language learning strategies and their effectiveness at the
upper secondary comprehensive schools in the Czech Republic
KATERINA VLCKOVA
Masaryk-University, Brno, Czech Republic
ABSTRACT
The use and effectiveness of foreign language learning strategies (FLLS) was assessed by
SILL inventory constructed on the basis of Oxford FLLS taxonomy (1990) at upper secondary
comprehensive schools in the Czech Republic. The article describes using of 85 strategies ­
direct (memory strategies, cognitive, compensation strategies) and indirect strategies
(metacognitive, affective, social). The strategies were used at average only seldom. 40% of
the SILL strategies are not used at all, 85% are used not enough. Direct strategies were
significantly more used than indirect strategies. The significantly most used group of
strategies were compensatory strategies, the least used were affective and memory strategies.
Half of the 606 learners were not interested how to learn effectively or better, most of them do
not have goals in learning and do not plan learning.
From the 85 strategies only 46 was found to correlate with some of the indicators of learning
effectiveness. In addition 87% of these 46 strategies are less used, whereas 26% from these 46
strategies are very seldom or never used. The most effective group was cognitive strategies. In
the regression model the strategies explain quite well and significantly the grade at school and
the proficiency, the model is better if we include some other variables like motivation, stay
abroad, and teacher). A significantly positive effect of teacher on learning strategies was
found.
KEY WORDS
Learning strategies, second language acquisition, secondary schools
1. INTRODUCTION
The article describes a complex research into what type of foreign language learning
strategies (FLLS) learners use at the upper secondary comprehensive school level in the
Czech Republic. FLLS are understood as sets of actions, steps, plans, procedures used by a
learner to obtain, remember, recall and use information.
2. METHODS
The strategy inventory SILL (Oxford 1990) was used together with a questionnaire focusing
on general characteristics of learners and their learning of a preferred language. SILL focuses
on 6 areas of strategies relating to the classification of R. L. Oxford (1990): memory,
cognitive, compensation, metacognitive, affective, and social strategies. Learners had to
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indicate how often they use the strategies on a scale from 1 (never, almost never) to 5 (always,
almost always).
The effectiveness of strategies was investigated regarding to (1) the overall effectiveness of
learning defined as the best achievement in the shortest period of time (index of
effectiveness); (2) grade in foreign language at school ­ as an objectified indicator for short
time effectiveness of learning, (3) overall level of language proficiency and (4) the level of
skills´ proficiency (reading, writing, listening, speaking).
The research sample consisted of 14 upper secondary comprehensive schools (gymnazium) in
the second biggest city in the Czech Republic (Brno) and included 29 classes and 606
respondents at the age of 17 ­ 18 (52% females).
3. FINDINGS
Most of the pupils learnt 2 (59%) or 3 (34%) languages. 92% of pupils had been learning the
languages for 7 ­ 12 years at the maximum (correlated with the compulsory school
attendance). The average time of learning of all languages that pupils learn was 4 ­ 8 years
(84%). All the pupils learn English (99%), mostly for the period of 6 ­ 10 years. 70% learn
German, 30% Latin (in average for 3 years), 19% French, 18% Russian, 9% Spanish and 3%
Italian. 79% of pupils preferred English, 13% German, 3% French, 2% Russian. The most
frequent reasons for preferring a language were the usability, better knowledge and the
interests in the language. 51% of learners assessed their proficiency comparing to the native
speakers as good, 33% as acceptable, and 8% excellent and 8% at a very low level. The level
of the development of the four language skills were the best at the preferred language (good
level): the pupils assessed themselves as the best in reading, then speaking, writing and the
worst in listening. 30% of pupils thought they were learning in an effective way, 40%
answered they know how to learn, and 41% that they are talented for the language.
The most important motivators for the FLL were future career (75%), compulsory school
leaving exam (65%), travelling (64%). The less important motivation was the parents´ wishes
for the pupil to learn. For 53% of learners it was important to be successful in the language.
80% assess their teacher as excellent or good. 34% said the teacher tells them how to learn
and 34% said the teacher practice it too. Both type of instruction had significant positive
influence on using strategies. 41% of learners visited for some time a foreign country where
the language is spoken (mostly Great Brittan, Germany, and Austria). 44% of learners attend
private lessons outside the school.
The FLLS are relatively seldom used (2,7 points at the scale). The learners usually do not use
32 (38%) of the 85 strategies. 84% (71) of the strategies were used not enough (<3,50). Direct
strategies were significantly more used than indirect strategies. Significant differences were
among using the six subgroups of strategies too. The most used were compensatory strategies
(3,46), cognitive (2,95), metacognitive (2,72), social (2,61), memory strategies (2,26). Least
(very seldom) used were affective strategies (2,12).
Critical results are in the memory strategies ­ learners do not use associations by learning
vocabulary and basic mnemotechnics based on learning styles. Often used is a compensatory
strategy guessing on the basis of language knowledge (only 10% do not use it). Some of the
metacognitive strategies were on a critical level: 52% pupils were not interested in how to
learn effectively or better, 57% had not long-time goals in learning, 67% did not plan learning
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into their time programme, 74% did not learn language regularly. A half of the learners were
focusing on mistakes. Affective strategies were more likely to be used by learners with FLL
difficulties ­ as an effective strategy were found only self-encouraging and acceptance of risk
by learning and using FL. Two social strategies were important ­ friend for
conversation/writing, cooperation and asking for help native speakers, whereas both belong to
the least used, but the most effective strategies ­ the effectiveness was found regarding all
indicators of effectiveness.
The effectiveness of all strategies was not statistically proved. Single strategies and the groups
of strategies differ in their effectiveness. From the 85 strategies only 46 was found to correlate
with some of the indicators of effectiveness. 87% of these 46 strategies are less used (< 3,50),
whereas even 26% from these strategies are very seldom or never used.
The most effective (regarding all the indicators) are strategies like imitating native speakers,
using known words in many combinations, initiating conversation, thinking in FL, reading in
FL, writing of sms, letters, essays; not translating word-for-word. Most effective
metacognitive strategies are finding out opportunities for practicing the language; noticing
errors and their reasons. From social strategies: friend for letter-writing or conversation,
asking the native speakers for help, interest in the FL culture. The effectiveness of memory
strategies was not found to any of the indicators of effectiveness.
Comparing the most often used strategies and the strategies with the highest effectiveness, we
cannot say that the most often used strategies are always the effective. We also cannot state
that the strategies effective regarding the long-term effectiveness of learning or regarding the
grades or the language skills or proficiency were the same; on the contrary, they differ.
REFERENCES
OXFORD, R. L. Language Learning Strategies. Boston : Heinle & Heinle Publishers, 1990.
ISBN 9-8384-2862-2.
Contact address
Mgr. Mgr. Katerina Vlckova, Ph.D.
Centre of Educational Research
Faculty of Education, Masaryk-University
Porici 31, 603 00 Brno, Czech Republic
e-mail: 23594@mail.muni.cz, katerinavlckova@email.cz
www: http://www.is.muni.cz/lide/?jazyk=en;uco=23594
This article is a part of project LC06046 Centrum základního výzkumu školního vzdělávání (Centre of
Advanced Research in School Education) funded by the Czech Ministry of Education, Youth and Sports.