LISTENING
By age
40 The correlation of the five listening strategies in regards to age showed no statistically significant outcomes in any case. The p values that were estimated appear in table 4.18 (App. III, p. 103) . Therefore, the five learning strategies regarding listening appear to be independent of the students’ age.
By Level
Table 4.19 (App. III, p. 104) examines the differences in the five listening strategies depending on the different levels of education. The p values estimated and shown in the last column of the table indicate no statistically significant differences for any of the listening strategies.
By Importance
Table 4.20 (App. III, p. 105) examines the differences in the five listening strategies depending on the how important the students consider speaking good English. The p values estimated and shown in the last column of the table indicate statistically significant differences in two cases. Students who consider speaking good English “very important”
are more likely to use “Strategies to increase their exposure to the target language”
(p=0.009) than those who consider it “important” (M=2.80) are more likely to use
“Strategies to increase their exposure to the target language” (p=0.009) than those who consider it “important” (M=2.32). Similarly, students who consider speaking good English “very important” (M=2.91) are more likely to use strategies to “Listen to a conversation in the target language” compared to those who considered it just “important”
(M=2.52, p=0.011).
By Enjoyment
Table 4.21 (App. III, p. 107) examines the differences in the five listening strategies depending on how much students enjoy learning English. The p values estimated and shown in the last column of the table indicate statistically significant differences in one case: “Strategies for when I do not understand some or most of what someone says in the target language” with a p- values of 0.014.Students who enjoy learning English “a lot”
41 (M=1.94) are less likely to use “Strategies for when I do not understand some or most of what someone says in the target language” compared to those who claim learning English is “generally OK” (M=2.75).
Speaking
By age
The correlation of the three learning strategies regarding speaking with age showed a statistically significant outcome in the case of “Strategies to engage in conversations” only.
The p values that were estimated appear in table 4.22 (App. III, p. 108-109). The p- values are noted as Sig (2-tailed). The p value for this statistically significant correlation was estimated equal to 0.014 and the Pearson correlation coefficient equal to -.278, showing a negative correlation between the two variables. As shown in figure 15 (App. III, p. 109) fewer strategies to engage in conversations are adopted by older students.
By Level
Table 4.23 (App. III, p. 109-110) examines the differences in the three speaking strategies depending on the different levels of English Language use. The p values estimated and shown in the last column of the table indicate statistically significant differences in two speaking strategies. The students at B level (M=2.07) use fewer strategies “to practice speaking” compared to C level students (M=2.53). The adjusted p value after the Bonferroni correction equaled 0.043. Moreover, the students at B level (M=2.21) use more strategies “to engage in conversations” compared to C level students (M=1.86). The adjusted p value after the Bonferroni correction equaled 0.028. The remaining comparisons were not statistically significant.
By Importance
Table 4.24 (App. III, p. 111) examines the differences in the three speaking strategies depending on how important the students consider speaking good English. The p values estimated and shown in the last column of the table indicate statistically significant
42 differences in two cases: “Strategies to practice speaking” and “Strategies to engage in conversations” with p- values of p=0.000 and 0.002, respectively. Students who consider speaking good English “very important” (M=2.57) are more likely to use strategies “to practice speaking” than those who consider it just “important” (M=1.88). Similarly, students who consider speaking good English “very important” (M=2.16) are more likely to use strategies “to engage in conversations” compared to those who considered it just
“important” (M=1.74).
By Enjoyment
Table 4.25 (App. III, p. 113-114) examines the differences in the three speaking strategies depending on how much students enjoy learning English. The p values estimated and shown in the last column of the table indicate statistically significant differences in one case: “Strategies to practice speaking English” of the speaking strategies with p- value of 0.001.Students who enjoy learning English “a lot” (M=2.78) are more likely to use “Strategies to practice speaking English” compared to those who claim learning English is “generally OK” (M=1.87) or simply “like” learning English (M=2.42). In other words, the more they enjoy learning English, the more strategies to practice speaking they use.
Reading
By age
The correlation of the two reading strategies with age showed no statistically significant outcomes in any case. The p values that were estimated appear in table 4.26 (App. III, p. 115). Therefore, the two learning strategies regarding reading appear to be independent of the students’ age. The p- values are noted as Sig (2-tailed)
By Level
43 Table 4.27 (App. III, p. 115) examines the differences in the two groups of reading strategies depending on the different levels of English language use. The p values estimated and shown in the last column of the table indicate no statistically significant differences in any of the reading strategies.
By Importance
Table 4.28 (App. III, p. 115) examines the differences in the two reading strategies depending on how important the students consider speaking good English. The p values estimated and shown in the last column of the table indicate statistically significant differences in one case: “Strategies to improve reading ability” with a p value of 0.001.
Students who consider learning English “very important” (M=2.44) are more likely to use
“Strategies to practice speaking English” compared to those who consider it just
“important” (M=2.02).
By Enjoyment
Table 4.29 (App. III, p. 116) examines the differences in the two groups of reading strategies depending on how much students enjoy learning English. The p values estimated and shown in the last column of the table indicate statistically significant differences in one case: “Strategies to improve their reading ability” of the reading strategies with a p value of 0.014.Students who enjoy learning English“a lot” (M=2.49) are more likely to use strategies “to improve their reading ability” compared to those who think that learning English is “generally OK” (M=2.05).
Writing
By age
The correlation of the two groups of writing strategies with age showed no statistically significant outcomes in any case. The p values that were estimated appear on table 4.30 (App. III, p. 117). Therefore, the two groups of learning strategies regarding writing appear to be independent of the students’ age. The p- values are noted as Sig (2-tailed)
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By Level
Table 4.31 (App. III, p. 118) examines the differences in the two writing strategies depending on the different levels of English language use. The p values estimated and shown in the last column of the table indicate no statistically significant differences in any of the writing strategies.
By Importance
Table 4.32 (App. III, p. 118) examines the differences in the two groups of writing strategies depending on how important the students consider speaking good English. The p values estimated and shown in the last column of the table indicate statistically significant differences in one case: “Strategies to use after writing a draft of a written composition”
with a p value of 0.005.Students who consider speaking good English “very important”
(M=2.55) are more likely to use strategies after writing a draft of a written composition compared to those who considered it just “important” (M=1.98).
By Enjoyment
Table 4.33 (App. III, p. 119) examines the differences in the two groups of writing strategies depending on how much students enjoy learning English. The p values estimated and shown in the last column of the table indicate no statistically significant differences in any case.
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