Available Online: 17 March 2021
Democritus University of Thrace, Greece (email@example.com)
Democritus University of Thrace, Greece (firstname.lastname@example.org)
Democritus University of Thrace, Greece (email@example.com)
Previous studies have shown that the role of learning strategies (LS) is pivotal in foreign language learning. Nevertheless, many other factors affect the use of LS. More specifically, gender, educational level/age, language proficiency, along with motivation influence the use of LS. Our knowledge about the use of LS by dyslectic learner is limited and it rather focuses on the role of motivation of this group. The purpose of the present study is to extend our knowledge on underexamined factors (i.e. gender, educational level, self-perceived proficiency and motivation) that may drive the use of LS of (non-)dyslectic foreign language learners. To this end, 129 EFL (9-15 years old) were tested (55 dyslectic learners and 74 non-dyslectic learners). LS were tested by means of a questionnaire (translated and adapted Greek version of the SILL; cf. Oxford, 1990). The results revealed that a medium strategy use was found in all learners, regardless of their group. Nevertheless, non-dyslectic learners used significantly more and more efficient strategies than dyslectic learners. Gender and educational level did not seem to affect LS use. By contrast, self-rated proficiency and motivation affect the successful use of LS. The findings are also discussed in light of implications for classroom practices.
Keywords: learning strategies; dyslexia; educational level; self-rated proficiency; motivation
Cite this article:
Gavriilidou, Z., Dosi, I., & Mitsiaki, M. (2021). Comparing strategy use of dyslectic and non-dyslectic Greek EFL learners: The effect of gender, educational level, self-perceived proficiency, and motivation. International Journal of Research Studies in Education, 10(6), 77-94. https://doi.org/10.5861/ijrse.2021.5