The effect of intellectual development of preparatory school students on their language learning strategies

This study aims to investigate the effect of intellectual development of preparatory school students on their language learning strategies, after controlling for their language achievement. In this survey study, data were collected from 837 preparatory school students, selected by convenience, through the Turkish versions of the University Students' Intellectual Development Scale (Katung, Johnstone, & Dournie, 1999) and the Strategy Inventory for Language Learning (Oxford, 1990). The quantitative data were analyzed via statistical software using both descriptive (i.e. frequency, percentage, mean, standard deviation) and inferential (i.e. confirmatory factor analysis, one-way multivariate analysis of covariance) statistics. Results revealed that most of preparatory school students were relativistic thinkers. In addition, they mostly used compensation strategies while affective strategies were least used ones among all. Furthermore, preparatory school students' language learning strategies except for affective ones significantly differed on their levels of intellectual development, after controlling for their language achievement.