Korean Students‘ Language Learning Strategies and Years of Studying English as Predictors of Proficiency in English

Abstract

This study predicted the English proficiency of Korean students using the components of the Strategy Inventory for Language Learning (SILL) and number of months spent in the formal study of English. There were 302 Korean students, ages 14-18, who were requested to answer the Strategy Inventory for Language Learning (SILL) and an English ability test. The SILL includes strategies on memory, cognitive, compensation, metacognitive, affective, and social strategies. An English Ability Test was used to measure skills on using grammar, increasing vocabulary, detecting grammatical errors, and reading comprehension. The multiple regression was used to analyze whether the SILL subscales and months spent in the formal study of English can significantly predict English proficiency. Only the compensation strategy and months spent in the formal study of English significantly predicted English ability. There was an increase in R (.35) when the months spent in the formal study of English were added with the SILL as predictors of English proficiency.

Keywords: Language Learning Strategies, English Proficiency