Read Text II for question.
TEXT II
This study intended to investigate the language
learning strategies used by learners of English
as a foreign language, aiming to find the amount
of strategies and the domain differences of the
strategies used; to reveal the link between strategy
use and success levels; and to find out the difference
in strategy use between genders and its influence
on their achievement in English. 257 (153 male,
104 female) students from Atılım University English
Preparatory School participated in the study. At the
time of the study all the participants were in the same
proficiency level, and were distributed to different
classes of the same level. The data were gathered
through strategy inventory for language learning
(SILL) of Oxford (1990), which was translated to
Turkish by Cesur and Fer (2007). The instrument,
based on Oxford’s (1990) classification of the
language learning strategies, is composed of 50 items
in six subscales. The participants responded to the
inventory before the end of the level they were in. The
data were analyzed through SPSS (15.0) to find the
relationship of language learning strategies, gender
and achievement in learning the target language. To
reveal the interconnections between these factors,
independent t-tests and an ANOVA test, along with
post hoc procedures were performed on the gathered
data. The findings of the study revealed that use of
language learning strategies are positively effective
in success in English, that females were significantly
more successful than males in terms of achievement
tests, and that they used more language learning
strategies in learning English. Depending on the
statistical results, it is discovered that there is a
significant connection between gender, language
learning strategies and achievement in English.
Available at: https://open.metu.edu.tr/handle/11511/18929
(adapted)