Innovation in Language Learning

The following abstract details the results of a quantitative study on Language Learning Strategies. The research sought for analyzing the incidence of learning strategies used by graduates of the Bachelor’s Degree of Foreign Languages relating to their proficiency level, in this specific case, English level. The sample population comprised a sample of graduates from the Bachelor's Degree program on Foreign Languages from a Colombian University. The data were obtained from the application of the SILL (Strategy Inventory Language for Learning) Questionnaire proposed by Rebecca Oxford. Afterwards, the results obtained were contrasted with the results of English proficiency tests graduates took where their English Level was evaluated. The results showed the most used strategies by graduates were Metacognitive strategies and Social strategies, although they did not vary much from the rest of the strategies. The reported strategies allow individuals to recognize their own process, planning and controlling their progress in learning which is related to the policies promoted by the university. The results, however showed the effect of learning straThe following abstract reports the results of a mixed study on Language Learning Strategies. The research sought for evaluating the use of learning strategies in students of a Bachelor’s Degree of Foreign Languages in relationship to their English proficiency level. The sample population comprised students from second to fifth year of the Bachelor's Degree program on Foreign Languages from a Colombian University. The data were obtained from the application of the SILL (Strategy Inventory Language for Learning) Questionnaire proposed by Rebecca Oxford, the analysis of standardized English proficiency test which were triangulated with the results reported from focus groups the population participated from. The quantitative test results reported students use metacognitive and social strategies with an average of score of 3.8 meaning medium frequency of use. However, the results also showed students average use of strategies do not particularly vary from the average scores of medium and high levels, showing a standard deviation of 0.28 among the strategies evaluated. These results were compared to the English level students got from Standardized tests. The evidence suggests the effect of learning strategy use does not particularly affect more proficient students whilst the least proficient ones indeed reported less frequent strategy use. Finally, the focus groups described particular scenarios where the strategies are used. Nevertheless, the students’ opinions suggested students do not use learning strategies consciously. The final discussion relies on the level of importance of providing strategy instruction in students at a university level.

Keywords: Learning strategies, English proficiency, learnign strategies instruction;