The Effect of Strategy-Based Instruction on Strategy Use by Upper-Secondary Greek Students of EFL.

Autor/inn/en	Sarafianou, Anna; Gavriilidou, Zoe
Titel	The Effect of Strategy-Based Instruction on Strategy Use by Upper-Secondary Greek Students of EFL.
Quelle	In: Electronic journal of foreign language teaching, 12 (2015) 1, S. 21-34 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 3
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Lernmethode; Fremdsprachenunterricht; Englischunterricht; Griechenland
Abstract	This study investigates the effects of a two-month intervention programme based on the application of explicit and integrated strategy instruction with a sample of 192 Greek EFL learners attending the second year of upper secondary school. Students were divided into an experimental group, which underwent strategy training, and a control group, which followed the typical English language programme. Strategy use in both groups was evaluated with the use of the adapted Greek version of Oxford's Strategy Inventory of Language Learning (SILL; Gavriilidou & Mitits, in press) which was distributed before and immediately after the intervention. The results indicated that after the completion of the intervention programme, the experimental group showed significant improvement in self-reported strategy use as a whole as well as in all strategy groups. Conclusions of the present study confirm the 'teachability' of learning strategies and suggest that explicit and integrated strategy training should have a role in the EFL classroom. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2