DOES L2 PROFICIENCY AFFECT TERTIARY STUDENTS’ USE OF LEARNING STRATEGIES FOR SPEAKING SKILLS?

Sri Wahyuni

Abstract


This study examines the effects of L2 proficiency on
Indonesian EFL tertiary students‟ use of learning strategies for
speaking skills. It addresses what learning strategies the students use,
what strategy and strategy group they favour, and whether L2
proficiency significantly affects the strategy use. This paper reports
the quantitative part of a larger mixed method study which draws on
questionnaire (N = 65) and students‟ L2 proficiency scores (N = 65)
obtained at Gajayana University of Malang in Indonesia. The study
demonstrates that the students used a wide range of strategies that
spread over six strategy groups. Advanced students favoured the
strategy “Using a circumlocution or synonym” and the strategy group
of metacognitive. Intermediate students favoured the strategy “Finding
out about language learning”, whereas elementary students favoured
“Delaying speech production to focus on listening”. Both intermediate
and elementary groups of students preferred compensation strategies.
The study also shows that L2 proficiency significantly affected the
overall use of strategies. The paper concludes by discussing
implications for theory and practice.


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