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Zoe Gavriilidou, Konstadinos Petrogiannis (Editors)
Language learning strategy profiling of Greek elementary/secondary school learners of English as a FL2 Lydia Mitits Democritus University of Thrace (lydiamitits@gmail.com Angeliki Psaltou-Joycey Aristotle University of Thessaloniki apsajoy@enl.auth.gr Areti-Maria Sougari Aristotle University of Thessaloniki asougari@enl.auth.gr
Abstract Language learning strategies play a significant role in the development of fluency and competency of schoolchildren making it necessary to identify strategies used in foreign language learning to improve teaching/learning practices. The present paper reports on a pilot quantitative study for Greek upper elementary and junior secondary schools with a total sample of 1308 schoolchildren based on the data collected by using an adapted version of the Strategy Inventory for Language Learning (SILL) Version 7.0 (Oxford, 1990). The data were statistically analyzed using principally descriptive statistical routines. The strategic profiles of both subsamples (upper elementary and junior secondary school EFL learners) showed that students make use of strategies at a medium level overall; upper elementary and junior secondary school students showed significantly different strategy category preferences, whereas differences in the socio-geographical status in Greece seemed to influence the participants’ strategy use. Key words: language learning strategies, strategic profile, SILL, upper elementary education, junior secondary education
This study is part of the Thales project MIS 379335. It was held in the frame of the National Strategic Reference Frame (Ε.Σ.Π.Α.) and was co-funded by resources of the European Union (European Social Fund) and national resources. 2