The Correlation between Brain Dominance and Language Learning Strategy Use of English Preparatory School Students

The vitality of learning strategies is clearly evident since there are many studies and books published in this area. This study aims at investigating the correlation between brain dominance and language learning strategies used by the non-native English speakers learning English in English Preparatory School at Cyprus International University. The sample of the study consisted of 187 English preparatory school students. The participants’ hemispheric dominance was determined by the “Brain Dominance Inventory” (BDI) which was re-arranged by Davis (1994) and was translated into Turkish by Kök (2005). To identify the strategic preferences of the participants, “Strategy inventory for language learning” (SILL) was used. This inventory was designed by Oxford (1990) to identify the strategies that EFL learners use to improve their language learning. The inventory was translated into Turkish by Cesur and Fer (2007). Bonferroni test was used in order to investigate differences among all possible pairs of means. The study concluded that left-brained participants use social and metacognitive strategies more than right and whole-brained participants. However, no other significant differences were found between any of the pairs in the study. It is inevitable that learners with different brain dominances are present in language classrooms. In this respect, identifying learners’ brain dominance is crucial since it is believed to be influential on the preference of strategy use. For effective language learning, strategies could be taught to language learners, and if it is done in accordance with brain dominance type, it is expected to be more efficient way of teaching strategies. Keywords: Brain dominance, language learning strategies, EFL students.