The Predictive Relationship between Language Learning Strategy Use and Speaking Proficiency The Case of Pre-service EFL Teachers’ in Ethiopia
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Abstract
This study examined the association between pre-service EFL teachers' language learning strategies use and their speaking proficiency. It was an explanatory correlational study which was conducted on 94 pre-service EFL teachers enrolled in the academic year of 2023 at two teacher education colleges in Ethiopia. A comprehensive sampling method was used to choose the participants. Data was collected using language learning strategies questionnaire and speaking proficiency test. Using SPSS Version 26, different statistical out puts such as mean, standard deviations, Pearson correlation and simple regression out puts were computed to determine the status and relationship between the variables. Consequently, the findings showed that pre-service EFL teachers employed language learning strategies at a moderate level with an overall mean score of 3.09. Likewise, the descriptive output for speaking proficiency is 62.93, indicating a medium degree of proficiency. The correlation analysis indicated that four dimensions of language learning strategies (memory strategies r=414, p<.001), (cognitive strategies r=503, p<.001), (metacognitive strategies r=436, p<.001), and (compensation strategies (r=.555, p<.001) had a moderate positive correlation with the teachers’ speaking proficiency. On the other hand, affective strategies (r=.223, p<.005), and social strategies (r=247, p <.005) have a low positive significant correlation with the speaking proficiency. Furthermore, the regression analysis indicated that the R Square was .632, which in turn indicates that 63.2% of the variance in speaking proficiency total scores was explained by the EFL teachers' language strategy use. This shows that EFL teachers speaking skills can be enhanced if the lessons are designed in the light of language learning strategies.
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