Milli Egitim, vol.50, no.230, pp.959-992, 2021 (Scopus)
© 2021. All Rights ReservedThe aim of this study is to determine the use of foreign language learning strategies according to the university preparatory school students and the instruction level in teaching process according to the English instructors. Data was derived through the Language Learning Strategies Scale (LLSS) developed (2011) by the researchers. Study participants included 769 university preparatory school students and 120 English instructors in Ankara. According to the results of this study, students use affective strategies most frequently and mnemonic devices least frequently. English instructors teach mnemonic devices least frequently. They use affective and organization strategies mostly.There are significant relations between the students’ reported use of language learning strategies and instructors’ reported teaching of language learning strategies.