Examining the relationship between German language learning strategies and epistemological beliefs of high school students (A sample from Erciş)

In this study, it was aimed to examine the relationship between German language learning strategies and epistemological beliefs of high school students. A quantitative research with a correlational research design was conducted. In the study, data were collected from 353 high school students determined via convenience sampling. The data were obtained from 10th and 11th grade high school students studying German as a second foreign language in Erciş, Van in the 2020-2021 academic year. The "Epistemological Beliefs Scale" developed by Conley et al. (2004) and adapted into Turkish by Özkan (2008), as well as the "German Language Learning Strategies Inventory", which was validated by the researchers replacing "English" with "German" in the "Language Learning Strategies Inventory" developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007), were used as data collection tools. Data were analyzed performing Pearson correlation analysis and hierarchical regression analysis. The results demonstrated that high school students in Erciş, Van were sophisticated in their beliefs about justification of knowledge, development of knowledge, and source and certainty of knowledge, respectively. High school students used memory strategies the most and affective strategies the least. In addition, a positive, significant and weak relationship was found between German language learning strategies and epistemological beliefs of students (except for their beliefs about source and certainty of knowledge). High school students' beliefs about justification of knowledge and their memory, compensation, and social strategies were found to have a positive, significant, and weak relationship, as were their beliefs about development of knowledge and their compensation, metacognitive, affective, and social strategies. In addition, when the gender and grade levels of high school students were controlled, it was determined that epistemological beliefs significantly predicted memory, compensation, affective and social strategies, but not cognitive and metacognitive strategies. When the gender and grade levels of high school students were taken into account, it was discovered that high school students' beliefs about justification of knowledge were positive and significant predictors of memory strategies, while their beliefs about development of knowledge were positive and significant predictors of compensation strategies. It was determined that the gender and grade levels of high school students together only and significantly predicted metacognitive strategies.