An Analysis of the relationship between the use of grammar learning strategies and student achievement at English Preparatory School at the University of Gaziantep (A case study of the Gaziantep University)

Ill ABSTRACT AN ANALYSIS OF THE RELATIONSHIP BETWEEN THE USE OF GRAMMAR LEARNING STRATEGIES AND STUDENT ACHIEVEMENT AT ENGLISH PREPARATORY SCHOOL AT THE UNIVERSITY OF GAZİANTEP ( A CASE STUDY ) Erol YALÇIN M.A. in English Language Teaching Supervisor: Assist. Prof. Dr. Filiz YALÇIN TILFARLIO?LU July, 2003 137 pages This study investigated the relationship between the use of grammar learning strategies and student achievement. 425 English preparatory school students from University of Gaziantep participated in this study. In testing the use of grammar learning strategies, a 43 -item questionnaire was administered to English preparatory school students at the University of Gaziantep. Achievement grades, which consists of four midterm exams, 22 quizzes and one final exam, were obtained from the prep-school in order to collect data on student success. For each item in the questionnaire, frequencies and percentages were analyzed. The data was analyzed by using frequencies, percentages, means, t-test and one-way ANOVA. A comparison was made to see whether the self-reported data about the strategy use is consistent with the student's achievement grades. Findings of the study suggest that preparatory school students at the University of Gaziantep use grammar learning strategies. According to the results of the study, the strategies that the students need to develop are: -The use of rhymes toIV remember grammatical rules,- write notes, messages, letters, or reports in English, - arranging their schedule to study and practice English regularly, not for an exam, and -preparing themselves for the new language lessons. Findings of the study indicate that the effect of using grammar learning strategies on student achievement does not indicate a statistically significant relationship. Both successful and unsuccessful students use grammar-learning strategies equally.