Investigating Language Learning Strategies and Language Learning Anxiety of Preparatory School Students

Abstract

This study aimed to find a significant correlation between the use of language learning strategies and the language learning anxiety of preparatory school students in Turkey. Besides, Quantitative data from 70 students were collected using the Strategy Inventory for Language Learning (SILL) and Foreign Language Classroom Anxiety Scale (FLCAS). Descriptive statistics showed that students reported using a high level of learning strategies and metacognitive strategies were the most frequently used strategies. On the other hand, they showed a moderate level of anxiety. The correlational data also presented that language learning strategies and language anxiety correlated significantly in a negative way. When students reported using more language learning strategies, their stated level of anxiety might be lower. The results of this study can be helpful to create a more relaxed language learning environment for language learners and suggest explicit strategy training.