The present research has been devised as a complement to our previous comparative study describing the language learning strategies (LLSs) applied by Romanian and Turkish college students at the BUASVM “Michael I of Romania” from Timisoara (Romania) and the Çanakkale Onsekiz Mart University (Turkey). 241 Turkish and Romanian participants in our project have completed the Oxford five-scale questionnaire consisting of 50 items and displaying language learning strategies divided according to five major scopes. Descriptive statistics tools have also served in the assessment of the students’ scores regarding the use of strategies in the language learning process. The objectives of the study have been to determine, analyse, and contrast learning strategies preferred by students from both countries, while assessing the relevance of other factors upon their respective predilections. Extensive differences have been identified between the learning strategies employed by Romanian and Turkish students, corresponding to differences in terms of performance or grade levels as well. Initially, the questionnaire examination set out to assess the efficiency of LLSs (language learning strategies) used by both groups of students in accordance with their grades, while also putting forward practicable learning strategies that highlighted the metacognitive approach most often associated to language proficiency. The analysis we continue in this extended research attempts to verify proficient learners’ preference for metacognitive strategies, which corroborates our instructional suggestions for the use of language trainers.

English learning/teaching; language learning strategy, comparative study, Turkey, Romania.

social sciences

Presentation: poster