An investigation of foreign language learning strategies of secondary school students in terms of various variables

In this research, it was aimed to investigate foreign language learning strategies of secondary school students in terms of various variables. For this purpose, mixed method with both quantitative and qualitative research methods has been used. In the quantitative dimension of the research, embedded pattern which is one of the mixed method research patterns and maximum diversity sampling technique which is one of the purposive sampling methods were used. The universe of the study consisted of the students studying at Anatolian High School, Science High School, Vocational and Technical Anatolian High School, Social Sciences High School and Imam Hatip Anatolian High School and teachers who attend English classes of these students. A total of 352 students and 10 teachers who were selected on a voluntary basis from this universe with stratified random sampling method constitute the sample group. Data analysis, which constitutes the quantitative dimension of the study, has been done by using a statistical package program. The Language Learning Strategies Inventory (LLSI), was used for determining the students' opinions. Data were analyzed using descriptive statistical techniques (mean, frequency, percentage and standard deviation). In addition, the qualitative study group was determined by using the maximum diversity sampling technique which is one of the purposeful sampling methods. Within this scope, semi-structured interviews were conducted with teachers who attended English classes in each school. The collected data were analyzed by content analysis technique. In order to determine whether there was a significant difference between foreign language learning strategies used by secondary school students and the variables such as gender, age, class level, students' foreign language academic achievement perception level, high school type, parents' knowledge of English, the student's private course / course taking status, parents' education level, the family's socioeconomic level or not, the independent tamples (Independent Samples T Test) and one-way analysis of variance (ANOVA) were used. In addition, Kruskal Wallis Test was used for groups of three or more and Mann Whitney U tests were used for paired groups in cases where normal distribution was not exhibited. The relationship between the total score averages demographic variables of quantitative research and Memory Strategies, Cognitive Strategies, Compensation Strategies, Metacognitive Cognitive Strategies, Affective Strategies, Social Strategies and total score averages for Foreign Language Learning Strategies Inventory (LLSI) were analyzed and their significance levels were examined. A significant difference was found between the gender of the students and the dimensions of compensatory strategies and affective strategies. A statistically significant difference was found between the students' ages, class levels, foreign language perception levels and six dimensions of the scale and item general scores. It was found to be statistically significant between the high school type and social strategies dimension and all other dimensions and item general scores. Significant difference was found between the level of knowledge of English of the parents and their compensatory strategies dimension. A significant difference was found between the mother education level and memory strategies, cognitive strategies, compensatory strategies and executive cognitive strategies. A significant difference was found between the father education level of students and social strategies dimension. A semi-structured interview form was used to get teachers' opinions. According to the results obtained in the qualitative findings, students usually use more than one strategy. The most preferred strategies were cognitive strategies (n = 10), affective strategies (n = 9), metacognitive strategies (n = 7) and the least preferred strategy was the compensation strategies (n = 1). The reasons for the students to prefer their cognitive strategies are the inadequacy of the technological infrastructure in the schools, the continuous memorization and repetition of the students due to the structure of the education system and the lack of knowledge of the students about the strategies. Keywords: Foreign Language Learning Strategies, Foreign Language, Success