The Interaction of Psychological Factors on the use of Language Learning Strategies: A Study at High School Level in Pakistan

Abstract

The current research was originated by detecting the significance of the language learning strategies (LLS) with relation to the psychological factors. Previous research studies have shown language anxiety to be associated with broad based indices of language achievement. However, to date few researchers have empirically investigated the potential link between foreign language anxiety and language learning strategies. The objectives of current study were multifold. The first was to investigate which language learning strategies were frequently used by Pakistani high school students. The second was to discover the anxiety level of the participants and the third to find out the interaction of anxiety on the use of LLS. 476 high school students of grade 10th belonging to 18 schools (Private, Public, Rural and Urban)of Bahawalpur (Pakistan). Strategy Inventory for language learning (SILL) (Oxford, 1990) was used as an instrument to explore the language learning strategies used. Foreign Language Class Room Anxiety scale (Horwitz, Horwitz & Cope, 1986) was applied as an instrument for measuring the anxiety level of students. Data were analyzed using descriptive analyses, Pearson r correlation, Analysis of variance (ANOVA), T-Test and Cronbach’s alpha. The result of the SILL phase of the research revealed the frequency of strategies used by Private, Public, Rural, Urban, Science, Non Science, Low Proficiency and High Proficiency students. A significant relationship was explored between language learning strategies use and class room anxiety. Interaction of anxiety on language learning strategies was explored under three classes of anxiety as communication anxiety, test anxiety and fear of negative evaluation as stated by Horwitz et al. (1986). Students with medium level of communication anxiety used more memory and cognitive strategies than low and high communication anxiety level students. Students with low communication anxiety level used more cognitive strategies than medium and high communication anxiety level students, while students xi with high communication anxiety level used more affective strategies than low communication anxiety level students. Students with low test anxiety level used more cognitive and meta-cognitive strategies than medium test anxiety level students. High fear of negative evaluation level students used more memory and affective strategies than low fear of negative evaluation level students. The thesis concludes by bringing together the key findings and suggestive areas for further research. In sum, this research provides English language teachers and curriculum planners with ample and validated information about LLS currently used by Pakistani high school students and interaction of anxiety level on LLS use.