Abstract:

The purpose of this research is to study the language learning strategies of students studying at different high schools, the perceptions of English self-capacity and the academic achievements of English. The study included 884 students who studied in 5 different kinds of high school in İzmir or Buca district during the 2017-2018 educational period. In the research, language learning strategies have been used as inventory and the English language self-capacity scale data collection tools. The student's English language academic achievements are considered as the English language exam semester end score average. In the first phase, a normality test was conducted in order to determine which tests will be used in the analysis of the points that participants received. Given the number of people who participated in the study, the use of the Kolmogorov-Smirnov normality test was found appropriate. MANOVA was made in order to determine whether the English language academic achievement scores and the English language self-capacity levels significantly vary from the low average and the high language learning strategies. The study found that students' English self-competence and English academic achievements differ significantly according to language learning strategies. Keywords: language learning strategies, English self-quality, academic success.

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