Language learning strategies of the secondary level students having different locus of control

The aim of the study is to detect the language leraning strategies of the secondary level students having different locus of control, to learn how often they use language learning strategies and to investigate the language learning strategies of these students in term of different factors (Foreign language achievement, gender, mothers? and fathers? education level, reading book duration per week, using Internet and computer duration per week).The universe of the study consisted of the students at Anatolian High Schools under Afyonkarahisar Provincial National Education Directorate, Ministry of National Education in the academic year of 2012-2013. The sample of the study was determined through purposeful sampling, which is one of the random sampling methods and the sample consisted of 761 students. 413 students were involved as the sample in the study while analizing the sub- problems concerning locus of control factor. In the research, `Personal Information Form? developed by the researcher, `Locus of Control Inventory? which was translated and adapted into Turkish by Dağ (2002) and `Language Learning Strategies Inventory? which was translated into Turkish and investigated in terms of realibilty and validity by Cesur ve Fer (2007) were used as means of data collection. In the analysis of the data, frequencies, percentages, means, standard deviation, independent samples t tests, chi-square tests and one way analysis of variance tests were used. According to the results of the research, students having internal locus of control used compensation and memory strategies while students having external locus of control used compensation strategies most frequently. Both of the groups used affective strategies least frequently. No significant differences were found between the means of these two groups concerning all strategies. In terms of gender factor, there was no significant difference between the dominant language learning strategy of these two groups. Without locus of control factor, significant difference was found between language learning strategies? frequencies of use between female and male students in that females used strategies more than males. No meaningful relationships were found between students? English Language achievement, mothers? and fathers? education level, reading book duration per week, using Internet and computer duration per week and their dominant language learning strategies. However, significant differences were found between students English Language achievement, mothers? and fathers? education level, reading book duration per week, using Internet and computer duration per week and their language learning strategies? frequencies of use. The more successful the students were in English, the more frequent they used the language learning strategies. The higher the education level of students? mothers and fathers? were, the more frequent the students used the language learning strategies. As long as the students read more, the means of language learning strategies was increasing. Differently, according to the using Internet and computer duration per week factor, no significant difference was found between students? language learning strategies? frequencies of use. Key words: Locus of Control, Learning Strategies, Language Learning Strategies