Innovation in Language Learning

The change of focus in language learning and acquisition theories from teacher to the learner has brought many shifts in the research area. As a result of the latest trends, individual differences and their roles in the process have gained much value and a wide range of studies are dedicated to exploring the diverse aspects of the issues. Language learning strategies and self-efficacy beliefs are two of the outstanding issues having attracted attention recently (Pajares, 1996; Lessard-Cluston, 1997; Hsiao and Oxford 2002; Macaro, 2006; Mercer, 2011; Woodrow, 2011). However, the studies conducted to explain the concerned points have suggested inconsistent results and it has been observed that research aiming to comprehend two variables and their association with gender is limited in Turkish EFL context. Due to this fact, the current study was designed to investigate the relationship between language learning strategies, self-efficacy and gender and their complex nature. Two surveys were conducted with the participants and quantitative data gathered were analysed through SPPS programme. The findings have demonstrated that any significant relationship does not exist between strategy use and gender. Similarly, there is no significant difference in self-efficacy beliefs of females and males. As for strategy use and self-efficacy, a significant correlation has been concluded between two variables. These results may contribute to the literature on strategy use and self-efficacy and bring forward some real implications for teachers and learners.

Keywords: beliefs, gender, individual difference, language learning strategies, self-efficacy.

References:
[1] Hsiao, T. Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86(3), 368-383.
[2] Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal, 90(3), 320-337.
[3] Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System, 39(3), 335-346.
[3] Lessard-Clouston, M. (1997). Language learning strategies: An overview for L2 teachers. The internet TESL journal, 3(12), 69-80.
[4] Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66(4), 543-578.
[5] Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510-522.