The role of the language aptitude and self-reported strategy use on the achievement of EFL learners

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Published: Feb 29, 2020
Updated: 2020-02-29
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2020-02-29 (1)
DOI: https://doi.org/10.18844/gjflt.v10i1.4412

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Gamze Yavas Celik
Balikesir University, Department of English Language Teaching, Balikesir, Turkey
https://orcid.org/0000-0003-1571-9686
Fatih Yavuz
Balıkesir University, Department of English Language Teaching, Balikesir, Turkey
https://orcid.org/0000-0001-5574-0194

Abstract

Whether the success depends on language aptitude or the language aptitude tests can predict the language learning achievement is one of the contradictive issues in SLA. Scholars have questioned the effect of aptitude on success, and they developed many language aptitude tests in time; because the success in aptitude measurement and the achievement prediction would mean to gain time in language learning. In addition, with the changing understanding of aptitude in recent years, language learning aptitude began to be compared to other individual differences (ID). These studies aim to increase the success of learners by designing instructions according to their aptitude and other ID. Therefore, this study aimed to find out the relationship between language aptitude, self-reported strategy use and language achievement of the Turkish EFL learners to see the decisiveness of language aptitude on strategy use and achievement. Results showed that the language aptitude influences foreign language learning achievement.


Keywords: Language aptitude, language learning strategies, achievement, individual differences, EFL.

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How to Cite
Yavas Celik, G., & Yavuz, F. (2020). The role of the language aptitude and self-reported strategy use on the achievement of EFL learners. Global Journal of Foreign Language Teaching, 10(1), 32–48. https://doi.org/10.18844/gjflt.v10i1.4412
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Vol. 10 No. 1 (2020): February
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Articles
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