Effect of language learning strategies on reading comprehension

This study investigates the effect of language learning strategies on reading comprehension of learners. For this purpose, language learning strategy use and preferences of participating students as well as the relationship between strategy use and reading comprehension performances of participants were examined. The study also investigates whether variables age, gender and duration of English study had an effect on learners' choice and use of language learning strategies. The data were obtained from 140 English Language and Literature students at Bingol University, applying a reading comprehension test and Oxford's (1990) SILL for SL/FL learners. The reading comprehension was used to determine students' proficiency level, while the other test was used to specify the strategies learners use. The data collected were analysed via descriptive statistics (mean, standard deviation, percentage) and the statistical analysis Chi Square test. The results of the quantitative data revealed no significant relationship between overall strategy use and reading comprehension performances of learners, although high proficiency learners were noted to use strategies more frequently than their less proficient peers. On the other hand, cognitive strategies were found to be predictor of success among students. Besides, the analysis at individual strategy item level showed that there was a statistically significant relationship between 7 strategies (out of 50) and proficiency level of students. Remaining 43 strategies were not found to correlate with the reading proficiency level. Learners also varied in using subgroup strategies: cognitive strategies were used more by high proficiency level students than their less proficient peers. Both high and low level students reported to use compensation strategies at highest frequency levels, while affective strategies were noted to be used the least. Besides, strategy use did not correlate significantly with either age or gender. On the other hand, a negative correlation between duration of study and strategy use was reported in the study. Key Words: Language Learning Strategies, Reading Comprehension, Influential Variables