Individual Differences Among Preparatory School Students: Learning Orientations and Strategies

OpenAlex İngilizce

This study investigated the language learning strategies and motivational orientations, along with their correlations with each other among university students who study English preparatory year. A group of 195 students were surveyed on orientations by using Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) on two domains: a) integrative orientation and b) instrumental orientation; and on learner strategies by using Oxford’s (1990) Strategy Inventory for Language Learning (SILL) for ESL/EFL learners on three domains: a) cognitive strategy, b) metacognitive strategy, c) social strategy. The data collected were analyzed in descriptive and correlative figures. The results showed that students used all strategies with metacognitive ones being the most preferred. Furthermore, the students seemed to employ both integrative and instrumental orientations, with instrumentality being slightly more preferred. The data also proved a positive and significant correlation between learner strategies and orientations. The study aims to inspire further studies on strategies and orientations with different contexts and levels of students.