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The purpose of this study is to examine the different aspects of language learning strategies used by middle school English learners and to find the relationships between middle school learners in JeJu and learners at JeJu self-governing school, male and female learners.
For this study, the subjects were 135 students. Language learning strategies were measured by Strategy Inventory for Language Learning(SILL) by Oxford(1990). The evaluation and survey results were analyzed by SPSS 12 and alpha level was set at .05 for all the analyses. The major findings of the current study were as follows: First, all learners used compensation strategies very often but cognitive strategies were used infrequently.
Second, while middle school students in JeJu used metacognitive strategies more o ten than affective strategies, students at JeJu self-governing school used affective strategies more often than metacognitive strategies. Third, while male students used metacognitive strategies more often than affective strategies, female students used affective strategies more often than metacognitive strategies. Statistically, however, the survey results do not show noticeable differences in the strategies use.
Beyond statistical results of the study, it implies the importance of English teachers' awareness on their roles which has been significantly changed into greater roles including helpers, facilitator, guide, consultant, adviser, coordinator, idea person, diagnostician, and co-communicator to encourage learners to be self-directed L2 users and help learners become more independent in both formal and informal education settings. We need to continue to investigate the strategy uses with a various factors which affect learners.