![]() We demonstrated the dominant effect of metacognitive strategies and the low effect of memory strategies in Year 8. The metacognitive strategies had a slight impact on school achievement as well as on foreign language marks. The metacognitive, social and memory strategies primarily influenced foreign language attitudes and marks in Year 5. With regard to the effect of LLS on foreign language attitude, the foreign language mark and school achievement, path analysis indicated a good fit in both years. ![]() Differences between more and less proficient language learners’ strategy use have also been found. The results showed that Hungarian students mainly engage in metacognitive strategies in both years. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 (n = 868) in Hungary.
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September 2023
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