A Study of English Language Learning Strategies Used by Pre-service Teachers in Sagaing University of Education

Abstract

The purpose of the study was to investigate the English language learning strategies used by pre-service teachers in Sagaing University of Education. Participants of the study were 680 students from four learning levels. The Myanmar version of Strategy Inventory for Language Learning (SILL) that was adapted from SILL developed by Oxford (1990) was used as the instrument. The results revealed that pre-service teachers used language learning strategies in learning English within the medium range. While they used metacognitive strategies at most, they used memory strategies at least. In addition, they used indirect strategies more than direct strategies. Except memory strategies and social strategies, female students significantly used language learning strategies more than male students. Pre-service teachers specialized in English Language Teaching (ELT) used cognitive, compensation and metacognitive strategies more than pre-service teachers not specialized in ELT with the high level of use. In the light of these results, EFL teachers and learners should be aware of the use of language learning strategies and use these strategies in their teaching-learning processes.

Keywords: Language learning strategies, pre-service teachers, SILL

DOI: 10.7176/JEP/14-23-08

Publication date:August 31^st 2023