2017 | 48/1 | 89-103
Article title


Title variants
The determinants of strategy use by students learning English at Poznan universities
Languages of publication
The study described in the present paper aimed to account for all the three dimensions of learners’ strategic self-regulation, i.e. cognitive, affective, and sociocultural-interactive language learning strategies (LLS) (Oxford 2011), and attempted to explore their relationships with learners’ personality and other individual variables, such as gender, type of university and area of studies, or the level of proficiency in English. The participants of the study, who formed a representative sample of BA/BS students of AMU and WSB University (722 students in total), completed two questionnaires, a Polish adaptation of SILL ver. 7.0 (Oxford 1990), and the adaptation of NEO-FFI recommended by the Polish Association of Psychology (Zawadzki et al. 2010) for research. The goodness criteria for psychometric research tools (Hornowska 2007) were analysed for both questionnaires. The obtained results confirm the role of most of the above-mentioned individual characteristics in strategy choice, validate the importance of learners’ personality in language learning, and provide evidence of the significance of openness to experience in learning a foreign language.
Physical description
  • Aharony, N. 2006. „The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment”. British Journal of Educational Psychology, 76: 851-866.
  • Brzezińska, A., Appelt, A. K. i B. Ziółkowska. 2016. Psychologia rozwoju człowieka. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
  • Brzeziński, J. 2004. Metodologia badań psychologicznych. Warszawa: PWN.
  • Brzeziński, J. i T. Maruszewski. 1978. „Metoda sędziów kompetentnych i jej zastoso-wanie w badaniach pedagogicznych”. Kwartalnik Pedagogiczny, 23: 569-587.
  • Costa, P. T. Jr. i R. R. McCrae. 1992. Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) manual. Odessa, FL: Psychological As-sessment Resources.
  • Dörnyei, Z. i S. Ryan. 2015. The psychology of the language learner revisited. London: Routledge.
  • Ehrman, M. i R. Oxford. 1988. „Effects of sex differences, career choice, and psycho-logical type on adult language learning strategies”. The Modern Language Journal, 73: 1-13.
  • Ehrman, M. i R. Oxford. 1990. „Adult language learning styles and strategies in an intensive training setting”. The Modern Language Journal, 74: 311-327.
  • Gerami, M. H. i S. M. G. Baighlou. 2011. „Language learning strategies used by suc-cessful and unsuccessful Iranian EFL students”. Procedia – Social and Behavio-ral Sciences, 29: 1567-1576.
  • Główka, D. 2013. Wpływ czynników społecznych na poziom opanowania języka an-gielskiego jako języka obcego. Repozyturium Wydziału Anglistyki UAM.
  • Grainger, P. 2012. „The impact of cultural background on the choice of language learning strategies in the JFL context”. System, 40: 483-493.
  • Green, J. M. i R. L. Oxford. 1995. „A closer look at learning strategies, L2 proficiency, and gender”. TESOL Quarterly, 29: 261-297.
  • Gregersen, T., Martínez, V. R., Rojas, P. P. i E. L. Alvarado. 2001. „Can foreign language learning strategies turn into crutches?: A pilot study on the use of strategies by successful and unsuccessful language learners”. Revista Signos, 34: 101-111.
  • Griffiths, C. 2003. „Patterns of language learning strategy use”. System, 31: 367-383.
  • Hoff, J. G. i R. M. Paige. 2008. „A strategies-based approach to culture and language learning in education abroad programming”. Frontiers: The Interdisciplinary Journal of Study Abroad, 17: 89-106.
  • Hornowska, E. 2007. Testy psychologiczne. Teoria i praktyka. Tom 6. Warszawa: Wy-dawnictwo Naukowe Scholar.
  • Jakobovits, L. A. 1970. Foreign language learning: A psycholinguistic analysis of the issues. Rowley: Newbury House Publishers.
  • Khamkhien, A. 2012. „Proficiency, motivation, and classroom anxiety and their ef-fects on language learning strategies used by Thai EFL learners”. Rangsit Jour-nal of Arts and Sciences, 2: 85-98.
  • Kunasaraphan, K. 2015. „English learning strategy and proficiency level of the first year students”. Procedia – Social and Behavioral Sciences, 197: 1853-1858.
  • Lai, Y. C. 2009. „Language learning strategy use and English proficiency of university freshmen in Taiwan”. TESOL Quarterly, 43: 255-280.
  • Lee, K. R. i R. L. Oxford. 2008. „Understanding EFL learners’ strategy use and strategy awareness”. Asian EFL Journal, 10: 7-32.
  • Liyanage, I. i B. Bartlett. 2013. „Personality types and languages learning strategies: Chameleons changing colours”. System, 41: 598-608.
  • Magogwe, J. M. i R. Oliver. 2007. „The relationship between language learning strat-egies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana”. System, 35: 338-352.
  • Nyikos, M. 2008. „Gender and good language learners”. (w) Lessons from good lan-guage learners. (red. C. Griffiths). Cambridge: Cambridge University Press, str. 73-82.
  • Nyikos, M. i R. Oxford. 1993. „A factor analytic study of language‐learning strategy use: Interpretations from information‐processing theory and social psycholo-gy”. The Modern Language Journal, 77: 11-22.
  • Oxford, R. L. 1990. Language learning strategies: What every teacher should know. Boston: Heinle and Heinle Publishers.
  • Oxford, R. L. (red.). 1996. Language learning strategies around the world: Cross-cultural perspectives. No. 13. Hanoa: National Foreign Language Resource Center, University of Hawai’i.
  • Oxford, R. L. 1999. „Relationships between second language learning strategies and language proficiency in the context of learner autonomy and self-regulation”. Revista Canaria de Estudios Ingleses, 38: 108-26.
  • Oxford, R. L. 2011. Teaching and researching language learning strategies. Harlow: Longman.
  • Oxford, R. L. i M. Nyikos. 1989.„Variables affecting choice of language learning strat-egies by university students”. The Modern Language Journal, 73: 291-300.
  • Paige, R. M., Cohen, A. D. i R. L. Shively. 2004. „Assessing the Impact of a Strategies-Based Curriculum on Language and Culture Learning Abroad”. Frontiers: The Interdisciplinary Journal of Study Abroad, 10: 253-276.
  • Politzer, R. L. 1983. „An exploratory study of self reported language learning behaviors and their relation to achievement”. Studies in Second Language Acquisition, 6: 54-68.
  • Salahshour, F., Sharifi, M. i N. Salahshour. 2013. „The relationship between language learning strategy use, language proficiency level and learner gender”. Proce-dia – Social and Behavioral Sciences, 70: 634-643.
  • Sorokowska, A., Słowińska, A., Zbieg, A. i P. Sorokowski. 2014. Polska adaptacja testu Ten Item Personality Inventory (TIPI)-TIPI-PL-wersja standardowa i internetowa. Wrocław: Wroclab.
  • Wakamoto, N. 2000. „Language learning strategy and personality variables: Focusing on extroversion and introversion”. IRAL, 38: 71-81.
  • White, C. 2008. „Beliefs about language learning”, (w) Lessons from good language learners. (red. C. Griffiths). Cambridge: Cambridge University Press, str. 121-130.
  • Wolters, C. A. 1999. „The relation between high school students' motivational regu-lation and their use of learning strategies, effort, and classroom perfor-mance”. Learning and Individual Differences, 11: 281-299.
  • Yang, N. D. 1999. „The relationship between EFL learners' beliefs and learning strat-egy use”. System, 27: 515-535.
  • Yılmaz, C. 2010. „The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey”. Proce-dia – Social and Behavioral Sciences, 2: 682-687.
  • Zawadzki, B., Strelau, J., Szczepaniak, P. i M. Śliwińska. 2010. Inwentarz osobowości NEO-FFI Paula T. Costy Jr i Roberta R. McCrae: adaptacja polska: podręcznik. Warszawa: Pracownia Testów Psychologicznych Polskiego Towarzystwa Psychologicznego.
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.