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ELT Journal 2007 61(2):91-99; doi:10.1093/elt/ccm001
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© The Author 2007. Published by Oxford University Press; all rights reserved.

Language learning strategies: students' and teachers' perceptions

Carol Griffiths

Carol Griffiths has specialized as an ESOL teacher and manager for many years. She graduated with a PhD from the University of Auckland after completing a thesis reporting research into language learning strategy use by ESOL students. She has presented papers at a number of conferences and has had a number of articles published. Carol currently works for AIS St Helens, a tertiary institution for international students in Auckland, New Zealand

Email: carolgriffiths5{at}gmail.com


  Abstract

Although issues related to learner variables have received considerable attention over the years, issues related to teachers have not been researched as thoroughly. This study aimed to investigate the point of intersection of teachers' and learners' perceptions regarding language learning strategies. Using an original questionnaire developed in a classroom situation and based on student input, this study examined reported frequency of strategy use by international students and teacher perceptions regarding the importance of strategy use. Although students' and teachers' perceptions were not perfectly matched, results indicated that teachers regard strategy use as highly important, and there was a high level of accord (71 per cent) between strategies which students reported using highly frequently and those which teachers reported regarding as highly important, an encouraging finding somewhat at variance with the results of some previous studies. Implications of these results for the teaching/learning situation are discussed.

Revised version received April 2005


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