This study is primarily to examine teachers’ perceptions on the teaching of language learning strategies and students’ perception on what language learning strategies can contribute to their learning process. In order to teach a strategy, a teacher should know a strategy well, perceive it as effective and not consider it to be difficult to be applied in classrooms.
This study attempted to describe students’ strategy use and teachers’ strategy instruction, explain teachers’ perceptions on teaching LLS in classrooms and the impact of the perceptions on teachers’ strategy instruction, and describing the difference between students’ strategy use and teachers’ strategy instruction. Two sets of questionnaire which consisted of 50 Likert-scale items were distributed to 31 teachers and 128 students. The data were analyzed using descriptive statistical analysis, correlation analysis, and multiple linear regression analysis. SPSS 22 for Windows was employed for the statistical analyses.
The results of this study can be summarized as follows. First, both teachers and students agreed that metacognitive strategies played prominent roles in language learning. Second, teachers’ awareness level and level of strategy difficulty were significantly and positively correlated with their frequency of strategy instruction. However, only two groups of strategies, affective and social strategies, in level of strategy difficulty were significantly and positively correlated with their frequency of strategy instruction. Third, teachers’ perceptions
of language learning strategies simultaneously affected their frequency of strategy instruction. |