An examination of language learning strategies with reference to computer and mobile phone technology

Language learning strategies (LLSs) refer to the behaviours, steps, or techniques that language learners apply to facilitate the language learning process. Language learners tend to use these strategies to acquire, store or recall information during the language learning process. Thanks to the improvements in technology, LLSs have been subjected to substantial changes. The present study aims at identifying the LLSs that language learners employ by means of computers and mobile phones with Internet access. A special focus has been made to the Internet, since it is an indispensable part of computer and mobile phone technology. The present study was carried out at a state university in Turkey. The participants included undergraduate students majoring in teaching English as a Foreign Language. A total of 75 first and second grade students volunteered to take part in the study. A mixed method including both quantitative and qualitative data collection tools was used in the study. First, a questionnaire was developed to find out the language learning strategies that were administered by means of technology. To find out whether the students used their computers or mobile phones to employ these strategies, two versions of the same questionnaire were employed. While 75 students from two classes (freshman and sophomore students) within the same department voluntarily filled in the questionnaires designed by the researcher, 10 students who had the highest questionnaire scores were chosen for the interview, which was conducted a few weeks after the implementation of the questionnaires. The questionnaires were analyzed through SPSS 17.0 whereas the interviews were analyzed via content analysis. The results obtained through questionnaires and semi-structured interviews indicated that Affective Strategies were the most frequently used strategies by the students via both computers and mobile phones while Social Strategies were the least preferred ones exploited by the participants through the technological means mentioned above. Although no significant difference was found between gender and strategy use, it was revealed that female students benefited from the LLSs more frequently than males. It was also ascertained that, in general, learners made use of computers more often than mobile phones while learning English. Lastly, it was found that there was not a significant difference between students owning smartphones and students having cell phones in terms of the LLSs they used although it was found that learners who had smartphones made use of the LLSs more than those with cell phones. Key Words: Language Learning strategies, Computer Technology, Mobile Phone Technology, The Internet Technology