Investigation of self-regulated language learning strategiesused by English language teaching students

The fundamental aim of this research study is to investigate the relationship between participants' preference for language learning strategies and the university they are enrolled at, their university entrance exam scores and their year at their college education. As a means of collecting the necessary data, Oxford's Self- Regulated Language Learning Strategy Scale was used. The instrument was administered to a total of 487 university students, all of whom were studying at the department of English Language Teaching at one of the three following universities: Fırat University (Elazig), Inonu University (Malatya) and Necmettin Erbakan University (Konya) in Türkiye. The obtained data was analyzed via statistical analysis program. The researcher made use of descriptive statistics. One-way Anova analysis was also used. The Mann-Whitney U test was used in the comparison according to the frequency of strategy implementation. Pearson Correlation analysis was applied to determine the relationship between the university entrance scores of the participants and the scale sub-dimensions and overall. The results of the study displayed that the first-year participants mostly use the metacognitive strategies dimension, and the least socio cultural interactive strategies dimension. The second-year participants mostly use the metacognitive strategies dimension, and the least socio cultural interactive strategies dimension. While the 3rd grade participants mostly use the dimensions of affective strategies and metacognitive strategies, they use the dimension of socio cultural interactive strategies the least. While the 4th grade students use the affective strategies dimension the most, they use the socio cultural interactive strategies dimension the least. These findings are of importance as they point us where students who participated in this scale lack necessary strategies and where they are competent.