Language Learning Strategies and Students' Thinking Styles Correlation in Learning English in EFL Classroom
DOI:
https://doi.org/10.53696/27753719.42170Keywords:
thinking style, language learning strategiesAbstract
The study aimed to ascertain whether students' thought patterns and language learning practices were correlated. This study uses a quantitative research design called a correlation study. Only English education students in their fifth semester—45 of whom were still enrolled—were included in the study's population. The research sample only randomly took 30 out of 45 students actively registering using the sample collection technique. The data-gathering process involved the use of two questionnaires as the primary instruments. The Strategy Inventory for Language Learning (SILL) assesses students’ language learning techniques, and the Thinking Style Inventory (TSI) analyzes students' thinking patterns. Meanwhile, the researcher employed the Person Product Moment analysis technique to find the association between the two variables. The results showed no link or minimal correlation between language acquisition and students’ thinking styles.
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