Korean Students' Language Learning Strategies and Years of Studying English as Predictors of Proficiency in English

Carlo Magno

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning English Language Learning and Teaching

Abstract

This study predicted the English proficiency of Korean students using the components of the Strategy Inventory for Language Learning (SILL) and number of months spent in the formal study of English. There were 302 Korean students, ages 14-18, who were requested to answer the Strategy Inventory for Language Learning (SILL) and an English ability test. The SILL includes strategies on memory, cognitive, compensation, metacognitive, affective, and social strategies. An English Ability Test was used to measure skills on using grammar, increasing vocabulary, detecting grammatical errors, and reading comprehension. The multiple regression was used to analyze whether the SILL subscales and months spent in the formal study of English can significantly predict English proficiency. Only the compensation strategy and months spent in the formal study of English significantly predicted English ability. There was an increase in R (.35) when the months spent in the formal study of English were added with the SILL as predictors of English proficiency.

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1991Fundamental Considerations in Language Testing 1996The Study of Second Language Acquisition 2010Language Learning Strategies in Foreign Language Learning and Teaching

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2022Language Learning Strategies Used by ESL Undergraduate Students 2021Developing Metacognitive Writing Strategy to Enhance Writing Skills Viewed from Prospective Teachers’ Critical Thinking Skills 2014Exploring relationships with grade level, gender and language proficiency in the foreign language learning strategy use of children and early adolescents 2013The Relationship between Determinant Factors of Self-Regulation Strategies and Main Language Skills and Overall Proficiency

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