Discussion

In the discussion part, the researcher not only interprets but also discusses the results stated in chapter 4 by considering research questions as a framework.

Furthermore, this chapter discusses the findings of this study in the light of other researches done.

5.1.1.1. Research Question 1

What are the beliefs about language learning hold by students in a high school context in Turkey?

Descriptive analyses provided various beliefs about language learning. Analysis of the data was based on five different areas defined by Horwitz (1988) which are foreign language aptitude, difficulty of language learning, nature of language learning, learning and communication strategies and motivation and expectations.

As for the difficulty of language learning, the study found that “some languages are easier to learn than others”. In other words, difficulty of language learning is determined by the target language which is learnt (Altan, 2006). Concerning general difficulty of learning a foreign language, similar results were found in Chang & Shen

(2010)‘s investigation of junior high school students’ beliefs about language learning. English very well. This result is consistent with Basaran (2010)’ study which revealed that difficulty of language learning was not seen as an obstacle for language learning.

With regard to beliefs about foreign language aptitude, most of the participants stated that it is easier for children to learn a foreign language than adults. In other words, it can be inferred that participants considered age as a significant factor in language learning process or the participants might have implied that the earlier learners start to learn a foreign language the more advantageous they will be in the process and this can be consistent with the common idea which emphasizes that children are better learners than adults. However this common conception may affect adult learners negatively leading them to have an idea that they do not possess necessary qualifications for learning a foreign language effectively and they may not achieve their desired goals even if they do their best. Some studies have similar results with the present study. For example, Altan (2012) carried out a study investigating pre-service teachers’ beliefs about language learning and he found similar results with the present study. According to results, majority of the participants accepted that starting to learn a foreign language at a younger age is more advantageous than starting it at older ages.

Next, the current study revealed that more than half of the participants were of the opinion that some people have special ability for learning foreign language. On the other hand, there are many studies which are inconsistent with the present study (Altan, 2006, 2012; Alsomaani, 2012) showing that learning a foreign language does not require a special ability and anyone can learn it. This result of the current study may be stemmed from low grades that students took from their previous English courses. In other words, participants’ low level academic achievements in English courses determined by their teachers’ through sit-down exams may lead students to think that they do not have necessary capabilities required for learning English well.

In terms of the nature of language learning, common belief is that it is very significant to learn a foreign language in countries in which English is spoken as a native language. Likewise, parallel results were identified in this current study. 73.7%

of the participants believed that English is best learnt in countries in which people speak English as a mother tongue. Erlenawati (2002) found similar results with the present study. As a result of descriptive analysis, students were found to believe that English is best learnt in English speaking countries stating that they will have opportunities to utilize English by benefiting from the input. Similarly, Bernat & Lloyd (2007)’s results were consistent with the findings of present study. Researchers conducted a study by applying BALLI to 262 EFL learners and 89% of them reported that it is best to learn English in English speaking countries. In addition, the current study found that many of the participants were found to be aware of the importance of the culture of language which they learn. Findings revealed that students were willing to learn English speaking cultures so that they could speak English well. Additionally, we can say that participants might be aware of the importance of integration of culture and language. For them, language is for communication and communication can be enhanced in the target language environment. Furthermore, many students believed that one of the most significant parts of learning a language is knowing its grammar and learning new vocabulary. The role of grammar is still cannot be denied since “language teaching system and the goals of English courses in Turkey is mostly considered as grammar teaching of the target language” (Yaman, S, 2012, p.86). This result may be result of the fact that grammar-based language instruction is prevalent in Turkey. Truitt (1995) found out that Korean students‘ beliefs about nature of language learning regarding the item about learning grammar were not in line with the present study. Truitt (1995)’s study confirmed that grammar rules are not crucial for language. This inconsistency might be explained in terms of cultural differences since Truitt (1995)’s study was conducted in Korean context. However, Tercanlioglu (2004) found similar results with the present study and claimed that Turkish EFL learners spend most of their time not only by memorizing new vocabulary and grammar rules but also translating. The present study found similar results which are consistent with this view. By taking into consideration it can be said that participants spend their time with translation, grammar, learning new vocabulary as well because the percentage of the participants believing that the foreign language can be learnt better through translation was 66.2%. Almost the same percentage values were found regarding grammar and vocabulary. These beliefs can be resulted from the teaching method which their previous teachers had. The participants may have been taught English just centering on learning grammar rules or new vocabulary words. As a result, participants may have believed that “learning

another language is merely a matter of translating from English or learning grammar rules of new vocabulary words” (Horwitz, 1988).

As for learning and communication strategies which are “probably the most directly related to student’s actual language learning practices” (Horwitz, 1988, p.289), it is clearly seen from the results that students have strong desires to learn and speak English. First of all, great majority of the students were found strongly to adopt repetition and practice in language learning. Additionally, nearly almost all of the students agreed that practice in English is important. Horwitz (1988) faced the same findings about importance of the repetition and practice in her study. Nearly all of the participants supported the belief that it is important to repeat and practice a lot. Next, the current study found that participants had strong beliefs about communication centered practices. We can say that participants want to develop their communicative competences because results showed that many of the participants reported to contact with someone whose native language is English to practice it when they see someone speaking English. Additionally, many of the participants were found to use synonyms of the words whose meanings are not known by them. This result also indicates that students do not want to break off the communication atmosphere by hesitating to remember the words. In addition, they may be eager to compensate the missing words by using synonyms of them. Furthermore, results of learning and communication strategies in the current study indicated that participants have some positive beliefs in terms of pronunciation, focus on fluency, meaningful practice and interaction with others using the language. First of all, more than half the students did not agree with the claim that “you should not say anything in English until you can say it correctly”. This finding showed that students were in favour of communication based activities. What is more, a number of the students saw speaking English with an excellent pronunciation as significant. According to Buyukyazı (2010), this belief put a lot of burden on students.

For this reason, students may refrain themselves from interaction with other people confidently. In addition to these, students stated that when they see someone speaking English, they try to contact with him / her in order to practice it. This shows that students are eager to interact with people by using English believing that they may improve their English with through meaningful practices. Diab (2006) found the same results with the present study. According to findings, students perceived fluency as important and they endorsed strategies which are related to communication centered teaching and learning strategies.

Lastly, in the area of motivation and expectations, students seemed to be highly motivated to learn English. Horwitz (1988) stated that “motivations and expectation concern desires and opportunities the students associate with the learning of the target language” (p.290). According to results, despite minority of the participants who did not associate the language with opportunities for their future, great majority of the students were found to be optimistic about opportunities to use their language. Moreover, four fifth of the students were of the opinion that learning English will bring them opportunities in terms of finding a good job. This shows that participants have a strong instrumental motivation. Buyukyazı (2010) found similar results and she stated that participants are more highly instrumentally oriented in English learning process.

Besides, more than half of the participants were found to think that learning a foreign language is important for Turkish people. For this reason, they wanted to learn English.

On the other hand, considering the belief that “I would like to learn English so that I can better understand people speaking English as a native language” nearly more than half of the participants were found to have low motivations and expectations. Therefore it might be said that students have moderate level of integrative motivation.

5.1.1.2. Research Question 2

What are the LLSs used by students while learning English in a high school context in Turkey?

Based on the descriptive analyses of the SILL developed by Oxford (1990), this current study aimed at investigating a group of high school students’ LLS use while learning English in a high school context in Turkey. Regarding the results obtained from descriptive statistics, it was found that the most preferred strategy categories of all, with a mean score of 2.86 were the memory strategies and compensatory strategies.

They were followed by meta-cognitive strategies with 2.80 mean score. With a 2.78 mean score, social strategies were ranked as third. Also, affective strategies were ranked as fourth with 2.74 mean score. In addition, the least preferred strategies were the cognitive related ones as their mean score was 2.47. According to Oxford (1990), a mean 1.0 – 2.4 and lower for “low”, a mean score 2.5 – 3.4 for “medium”, and a mean score of 3.5 – 5.0 for “high” levels of strategy use. This present study used the same classification system. Except from cognitive strategies which were preferred at low

level, all the categories of language learning strategies were used at medium level. This indicates that participants sometimes use LLSs.

The most preferred language learning strategy category was found to be memory strategies (M=2.86). According to Oxford and Crookal (1989), memory strategies are

“techniques specifically tailored to help the learner store new information in memory and retrieve it later” (p.404). Learners sometimes have difficulty in remembering the vocabulary which they already know. Oxford (1990) states that “memory strategies help learners cope with this difficulty” (p.39). Participants of the present study found some solutions to overcome from these problems. Considering the descriptive results, it may be asserted that participants are aware of the memory strategies and they use them effectively. In other words, participants are eager to use memory strategies while learning English. For example, most of them remembered new words by creating mental picture of a situation in which it might have been used or the percentage of the students who reviewed English lessons was found 71%. In addition, more than half of the participants reported to use the strategy that “I use new words in a sentence so I can remember them”. The reason why participants mostly use those memory strategies may be resulted from their educational backgrounds. During primary school years, students might have been required to memorize long lists of vocabulary and write them to their notebooks five times. Ghabanchi and Meidanii (2012) found similar results and stated that basically the most common accepted techniques for language learning are repetition and memorization.

Likewise, the most preferred strategy category was compensatory strategies (M=2.86) as well. Study revealed that if participants could not remember on English word during a conversation or while writing in English, they did not hesitate and keep on speaking by using synonyms of it in order not to break off the fluency. Also, students reported that they used their body language in order to keep the conversation well.

Additionally, study revealed that when students encountered with an unfamiliar word, many of them guessed it by taking the context into consideration without looking up the dictionary and they continued writing or reading. These show that students have well developed strategic competence which helps them keep on communication by using synonyms of the words or using body language. Additionally in this study, most of the students guessed the meaning of the vocabulary words which they do not know their meanings and 62.3% of them reported to use synonyms of the words if they cannot think of them. This shows that students struggle with the low competence and they try

to find some solutions to the problem. In other words, since the students’ levels of proficiency are low, they tend to use those strategies so that they can not only make up for the break downs in their communications but also compensate their linguistic deficiency. However, Al- Shaboul, Asassfeh and Alshboul (2010)’s results were not in line with the current study. They found that participants did not make up new word when they could not think of an English word which could be attributed to their poor vocabulary reservoirs.

The second language learning strategy category was meta-cognitive strategies.

Results show that participants have definite goals, they follow their progress in English and they look for ways to develop their skills with coming into interaction by using English. Among the meta-cognitive strategies, the item that “I pay attention when someone is speaking English” had the highest mean score. This shows that students perceive English as important for themselves. In other words, when people out of school speak English, they attract the students’ attention. Therefore, we can say that English is adopted by the students and they appreciate use of English not only in school but also in their daily lives.

According to Oxford (1990) meta-cognitive strategies help learners become capable to plan and manage their language learning processes efficiently. The present study supported this idea revealing that most of the students noticed their mistakes and they took advantage of them. In other words, it might be said that the participants do not ignore their mistakes and they believe in progress in learning English by using the mistakes effectively to improve themselves. Al Shaboul, Asassfeh and Alshboul (2010)’s study was consistent with the current inquiry indicating that participants willingly involved in self-evaluation and self-correction in the light of monitoring their performance and their progress. Thanks to meta-cognitive strategies, learners might also see their strengths and weaknesses in learning process by evaluating their language learning. The current study found that majority of the students evaluated their learning which had some similar results with Suwanarak (2013)’s study which revealed that 62%

of the participants thought about their progress.

The third most commonly used strategy type was social strategies (M=2.78).

Study found that great majority of the students asked for help to repeat when they could not understand what the speaker meant. Moreover, students were found to be willing to be corrected when they made mistakes while speaking English. Ismail and Al Khatib (2013) found the most frequently preferred social strategy was that I ask English

speakers to correct me when I talk. This result supported the claim that students want to notice their mistakes and correct them so that they can improve themselves. However, students were reluctant to speak English with their peers in school which was consistent with Suwanarak (2013)’s study whose 71% of the participants stated that they did not speak English with their friends at school. This result may be stemmed from students’

emotional reactions to speak English. They might feel humiliated when they speak English or they may think that they will seem to be ridiculous. Moreover, this result might be resulted from external factors. For example, there may not be an appropriate environment in which students feel safe to speak English or teachers might adopt traditional methods while teaching. Furthermore, teachers may not provide chance students to use English. Last but not least, we can say that the reason why participants of the current study reported to use social strategies at relatively medium level might be stemmed from the fact that participants have little chance to come into contact with native speakers of English.

Affective strategies category was found to be the fourth strategy category. Study found that most students noticed when they felt anxious, sought solutions to overcome this problem and struggled for keeping on speaking English. Considering these results it can be said that the participants do not allow their negative feelings influence them adversely in the language learning process because they are willing to learn and speak English well. Therefore it might be said that “language learners can gain control over their feelings through affective strategies” (Oxford, 1990, p.140).

The current study found the cognitive strategies as the least preferred strategy category. First of all, results showed that memorization of the words was very important for the students since the percentage of students who preferred to use memorization skills was found to be 78.9%. Participants of the current study may have been asked to write the vocabularies several times and memorize them by their previous teachers and this result may be stemmed from previous learning experiences of them. Next, the present study found that three fourth of the participants were not found to practice the sounds which are not specific to their first language although almost half of the students stated that they try to speak like native speakers of English. Surprisingly, study also found clear impacts of translation on students’ strategy preferences. As proof, most of the participants stated that they look for Turkish equivalents of words that they learn in English.

5.1.1.3. Research Question 3

What are the relationships between learners’ beliefs about language learning and

What are the relationships between learners’ beliefs about language learning and