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    THE EFFECTS OF FOREIGN LANGUAGE LEARNING STRATEGIES ON STUDENT SUCCESS
    (Selcuk Univ, Fac Letters, 2013) Ozturk, Mustafa Serkan
    Teaching language has mainly focused on teacher oriented curriculum, in recent years. Experts will prepare this curriculum, determine the number of the courses and language materials are organized according to the policy specified in the curriculum. New directions have recently emerged as to the application of the curriculum and there has been a new insight into the individuality of the student. No longer are they regarded as a homogeneous group, what they are seen as a different person with different personality, background, intelligence, and finally learning style. In traditional views, students were a group of people gathered at schools, ready to be taught with new information. For this reason, our current study is related to these kinds of differences among students and their learning strategy and learning styles. Our main concern in this study is to determine what kind of learning strategies and learning styles were used by EFL students in Selcuk University and whether these strategies and styles have any effect on their achievements in their courses. In this way, the current study made an attempt to describe the foreign language learning strategies employed by Turkish students in Selcuk University Department of English Language Teaching. The language learning strategy items in SILL (Strategy Inventory of Language Learning Version 7.0, Oxford, 1990, p.294) were accompanied by a five point-Likert scale on which students mark their frequency of use of each strategy. In this study, the effects of learning strategies on student success were investigated. The universe of this research was 2nd, 3rd and 4th grade total 355 university students of Selcuk University. Important and significant findings were obtained. Students more or less use a type of learning strategies. Most of the students who were successful in their lessons were using cognitive and metacognitive learning strategies. As a result students need to be aware of their learning strategies and they need to use this awareness consciously in learning environments. Teachers also need to know their students' strategies and should design their courses accordingly.