خلاصة:
The present study was conducted to investigate whether there was a relationship between EFL learners’ use of language learning strategies and their self-perceived language proficiency at the two levels of intermediate and advanced. A total of 67 subjects (39 intermediate-level and 28 advanced) were selected to participate in this study based on their scores on a piloted language proficiency test. They were asked to respond to two questionnaires: one assessing their self-perceived language proficiency and the other the strategy inventory of language learning. The results of the statistical analysis demonstrated that there was a significant relationship between the two variables among advanced-level subjects while no such relationship existed among intermediates. Thence, as learners reach higher stages of language proficiency, they become more capable of assessing their language abilities and also use their learning strategies more often. Further analysis also revealed that subjects did not change their attitude in using strategies as they reached higher stages of proficiency except for memory and social strategies. Finally, the results showed that the most frequently used set of strategies among both intermediate and advanced learners were cognitive while the least were affective.
ملخص الجهاز:
"This apprehended need for assisting the learners in the mentioned areas is the main rationale for further research on the relationship between language learners’ use of learning strategies and their self-perceived language proficiency, or as used synonymously here "self-assessment".
Since the purpose of this study was to determine the relationship between language learning strategies use and self-perceived proficiency at two levels (intermediate and advanced), all the participants had to be also tested on their language proficiency by means of a reliable language proficiency test in order to be able to determine their actual language proficiency level.
Instrumentation Three different instruments were used for collecting data from the participants in this study: a) A Test of English as a Foreign Language (TOEFL) to determine the participants’ actual proficiency level; b) The SILL questionnaire to gain insights regarding the language learning strategies the learners used during their language learning effort; and c) The SPLP questionnaire to become familiar with the way participants perceived their proficiency level.
To this end, a Pearson correlation coefficient was performed to determine the relationships between the learners’ use of the six language learning strategies (described in the instrumentation section) and their self-perceived proficiency of the four language skills (Tables 8-11).
That is, a significant correlation and thus predictability was found between language strategy use and self-perceived proficiency for advanced learners, but the results was not significant for the intermediate level."