Language learning strategies and self-regulation skills of university preparatory school and private language course students

The aim of this research is to examine the use of language learning strategies and self-regulatory learning skills of university preparatory class and private English language course learners with respect to their school type, gender, proficiency level, graduated high school type, and age. 293 learners from Adnan Menders University, School of Foreign Languages and 129 learners from private language schools in Aydın totally 422 learners composed of the research sample. Language Learning Strategies Inventory, which was developped by Oxford (1990) and adapted to Turkish by Cesur and Fer (2007) and self-regulated learning scale developped by Turan (2009), were used to identify the use of language strategies and self-regulated learning skills of learners. Confirmatory factor analysis was carried out for Language Learning Strategies Inventory and for Self-regulated Learning Scale both explanatory and confirmatory factor analysis were carried out by researchers. In addition, the qualitative data of the research was gathered through the interview form prepared by the researchers. According to the results of the research, it was found that learners had a medium level use of language learning strategies and self-regulation skills. It was determined that the use of language learning strategies and self-regulation skills of private language course students are higher than those of prepatory class learners. It was also found that there was a positive, high level correlation between the language learning strategies and self-regulation skills of the learners. KEYWORDS: Language learning Strategies, Self-regulation Skills, Foreign Language Learning, Private Language Course Students, Prepatory Class Students