Speaking Strategies Use of Students at Leka Nekemte Preparatory School
Grade Eleven in Focus
Keywords:
speaking, speaking Strategy, strategy preference, strategy use, direct strategy, indirect strategyAbstract
This study explored speaking strategies used by grade 11 students at Leka Nekemte Preparatory School. Survey research design with mixed methods was used. Speaking Strategies Questionnaire (SSQ), containing 36 items was modified from Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and used to obtain data for this research from 108 (57 Male and 51 Female) participants. The data were analyzed using Statistical Package for Social Sciences (SPSS) version-20. The results show that compensation strategies were the most often used category by the learners, while meta-cognitive strategies ranked last on students preference scale. The study also revealed that there is no significant difference between male and female students in their preferences of strategy categories usage, in which both females and males preferred meta-cognitive strategies the least and compensation strategies the most. The orders of both groups’ preferences of the strategies were compensation strategy, memory strategy, social strategy, affective strategy, cognitive strategy and meta-cognitive strategy. This leads to the conclusion that they prefer using direct strategies than indirect strategies. Therefore, to facilitate the learning of speaking skills, teachers are recommended to create awareness about and opportunities for students to use the indirect strategies too.
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