Diagnóstico:

Students were classified as high proficiency level and low proficiency level students according to their success on Reading Test. To find out whether the use of strategies has an effect on students’ proficiency level or not, the Chi Square test was applied, and the results were presented in two ways through two separate tables below. The first table shows mean,

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and standard deviation values as well as frequencies of each group’s strategy use. The relationship between the two variables was investigated in three steps. First, the relationship between overall strategy use and proficiency level was explored. Then, the effect of each single strategy on proficiency of students was calculated. Thirdly, whether subgroup strategies were influential or not was examined.

First of all, the effect of overall strategy use on proficiency of students was examined via the Chi Square test. Mean and standard deviation with a significance level were shown in the table below:

Table 4.1.2.1. Average reported mean and frequency (N) of strategy use, according to proficiency level

Proficiency Level Low strategy users Medium strategy users High strategy users N Mean SD Sig. High level 6 44 26 76 3,43 0,60 0,214 Low level 6 43 15 64 2,91 0,56 Total 12 87 41 140 3,19 0,58

According to the results of the Chi Square test to examine the difference between participants’ proficiency levels in using strategy, it was reported that there was not a statistically significant relationship between the two variables as the significance level p=0,214 indicated. The table, also, shows that high proficiency level students (n=76) used strategies with a mean score 3,43. 26 of them were high strategy users, 44 of them were medium, and 6 of them were low strategy users. On the other hand, low proficiency level students (n=64) were labelled as medium strategy users with the mean score 2, 91. 15 of them were high strategy users, 43 of them belong to medium strategy user group, and 6 of them were considered as low strategy users.

Which strategy is used most by each group was also examined by applying the Chi Square test. Significance values were presented to uncover their effect on the proficiency level of students. Mean and standard deviation with a significance level of each item are offered below in the table:

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Table 4.1.2.2. Average Reported Frequency of Language Learning Strategy Use for High and Low Proficiency Level Participants (Highly frequent items are presented in bold for emphasis)

High Level Low Level

Sig

Strategies Mean SD Mean SD 1 I think of relationships between what I already know and new

things I learn in English. 3,82 0,93 4,03 0,76 0,142 2 I use new English words in a sentence so I can remember

them. 2,93 1,19 2,63 1,11 0,116

3 I connect the sound of a new English word and an image or

picture of the word to help remember the word. 3,18 1,23 3,14 1,15 0,829 4 I remember a new English word by making a mental picture of

a situation in which the word might be used. 3,30 1,18 2,88 1,06 0,030 5 I use rhymes to remember new English words. 2,24 1,31 1,97 1,05 0,188 6 I use flashcards to remember new English words. 1,96 1,15 2,19 1,38 0,288 7 I physically act out new English words. 2,48 1,21 2,34 1,10 0,490 8 I review English lessons often. 3,08 1,12 2,80 0,84 0,098 9 I remember new English words or phrases by remembering

their location on the page, on the board, or on a street sign. 3,30 1,33 3,08 1,26 0,308 10 I say or write new English words several times. 3,78 1,15 3,41 1,11 0,056 11 I try to talk like native English speakers. 3,66 1,25 3,42 1,12 0,245 12 I practice the sounds of English. 3,43 1,18 3,05 1,21 0,064 13 I use the English words I know in different ways. 2,82 1,05 2,44 0,89 0,029 14 I start conversations in English. 3,07 1,30 2,89 1,30 0,424 15 I watch English language TV shows spoken in English or go to

movies spoken in English. 3,47 1,37 3,27 1,09 0,326

16 I read for pleasure in English. 2,75 1,27 2,59 1,24 0,458 17 I write notes, messages, letters, or reports in English. 3,24 1,12 3,08 1,10 0,399 18 I first skim an English passage (read over the passage quickly)

then go back and read carefully. 3,87 1,17 3,47 1,01 0,035 19 I look for words in my own language that are similar to new

words in English. 3,09 1,33 2,84 1,29 0,263

20 I try to find patterns in English. 3,75 1,02 3,42 1,14 0,075 21 I find the meaning of an English word by dividing it into parts

that I understand. 3,13 1,24 3,19 1,22 0,778

22 I try not to translate word-for-word. 3,68 1,20 3,08 1,04 0,003 23 I make summaries of information that I hear or read in

English. 3,17 1,08 3,11 1,02 0,737

24 To understand unfamiliar English words, I make guesses. 3,84 1,07 3,31 1,21 0,007 25 When I can' t think of a word during a conversation in English,

I use gestures. 3,64 1,34 3,66 1,16 0,957

26 I make up new words if I do not know the right ones in

English. 4,18 0,96 3,97 0,96 0,187

27 I read English without looking up every new word. 3,50 1,36 2,75 1,27 0,001 28 I try to guess what the other person will say next in English. 3,45 1,27 3,58 1,11 0,539 29 If I can' t think of an English word, I use a word or phrase that

means the same thing. 4,21 1,00 3,81 0,97 0,019

30 I try to find as many ways as I can to use my English. 3,50 1,15 3,27 0,95 0,194 31 I notice my English mistakes and use that information to help

me do better 3,78 1,14 3,58 0,87 0,255

32 I pay attention when someone is speaking English. 4,28 0,95 4,20 0,82 0,627 33 I try to find out how to be a better learner of English. 4,12 1,13 3,95 0,92 0,348 34 I plan my schedule so I will have enough time to study

English. 2,49 1,16 2,56 1,13 0,696

35 I look for people I can talk to in English. 3,25 1,39 3,02 1,41 0,325 36 I look for opportunities to read as much as possible in English. 2,71 1,29 2,50 1,02 0,293

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It is clear from the table that item 4 (I remember a new English word by making a mental picture of a situation in which the word might be used.) was preferred by high- proficiency level participants with mean score 3,30 more often than by low proficiency level participants whose mean score was determined as 2,88. The results of the Chi Square test demonstrated that with p=0,030, a statistically significant difference was found between two groups. Therefore, item 4 can be stated to have an effect on students’ proficiency level.

Another significant level (p=0,029 ) appeared between two groups in using the item 13 (I use the English words I know in different ways.) according to the results of the Chi Square test, and was stated that the item was used more frequently by high-proficiency level participants than low-proficiency level ones. High-proficiency level learners had 2,82 mean score, whereas mean score of low-proficiency level students was determined as 2,44.

It is also observed that groups show differences in using item 18 (I first skim an English passage (read over the passage quickly) then go back and read carefully.). When the results are examined in the table, it is clear that high-proficiency level participants (mean. 3,87) used the strategy more frequently than low-proficiency level ones (mean. 3,47). Chi Square test resulted in a statistically significant value p=0,035 which indicated that there was a relationship between students’ proficiency and strategy use.

In this analysis, item 22 (I try not to translate word-for-word) was found to be a strong predictor of being proficient in reading comprehension with the significant value 37 I have clear goals for improving my English skills. 3,22 1,29 3,11 1,04 0,568 38 I think about my progress in learning English. 3,39 1,27 3,27 1,12 0,525 39 I try to relax whenever I feel afraid of using English. 3,28 1,21 3,55 1,25 0,203 40 I encourage myself to speak English even when I am afraid of

making a mistake. 3,37 1,35 3,03 1,28 0,133

41 I give myself a reward or treat when I do well in English. 2,96 1,51 2,92 1,40 0,875 42 I notice if I am tense or nervous when I am studying or using

English. 2,99 1,58 3,06 1,45 0,768

43 I write down my feelings in a language learning diary. 1,46 1,08 1,39 0,77 0,663 44 I talk to someone else about how I feel when I am learning

English. 2,64 1,53 2,61 1,14 0,895

45 If I do not understand something in English, I ask the other

person to slow down or say it again. 4,14 1,19 4,20 0,80 0,737 46 I ask English speakers to correct me when I talk. 3,39 1,58 3,48 1,57 0,736 47 I practice English with other students. 3,30 1,38 2,98 1,28 0,162 48 I ask for help from English speakers. 2,86 1,53 2,92 1,48 0,794 49 I ask questions in English. 2,53 1,17 2,50 0,98 0,886 50 I try to learn about the culture of English speakers. 3,42 1,34 3,45 1,25 0,884

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0,003. According to the participants’ responses to the item, high-proficiency level participants had a higher mean score (3,68) than low-proficiency level ones did (3,08).

Results of Chi Square test indicates that item 24 (To understand unfamiliar English words, I make guesses.) was a strong predictor of the participants’ reading comprehension

success, as there occurred statistically significant value p=0,007. The groups showed a considerable difference in using the strategy: high-proficiency level participants had a mean score 3,84 while low-proficiency level ones had 3,31.

Another key observation according to the results of Chi square test was that p=0,001 indicated a statistically significant value for item 27 (I read English without looking up every new word.). It was observed to become influential on determining participants’ proficiency level. The mean scores shows that high-proficiency level participants had a mean score 3,50 while low-proficiency level ones had 2,75.

According to the responses to the item 29 (If I cannot think of an English word, I use a word or phrase that means the same thing.), high-proficiency level participants were determined to have a mean score 4,21. On the other hand, low-proficiency level learners had 3,81. With the Chi Square test, p=0,019 was found to be significant, it was stated that the item had higher frequency among high-proficiency level participants than it had among low-proficiency level learners.

4.1.3. What Type of Strategies Do High Proficiency Level Students Prefer to