Language learning strategy profile of monolingual and multilingual EFL learners
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Lydia Mitits
Democritus University of Thrace
The present study investigates possible differences in language learning strategy (LLS) use between monolingual (L1 Greek) and multilingual (L1 non-Greek) early adolescent learners. The participants were junior high school learners (932 monolinguals and 307 multilinguals) who completed an adapted self-report questionnaire. Both groups responded to the Strategy Inventory for Language Learning (SILL) Version 7.0 (Oxford, 1990) about their language learning strategies when learning English1. The multilingual group then completed another SILL reporting on the strategies they used when learning/using Greek. The data were analyzed via descriptive statistics and t-tests. The findings showed statistically significant differences between monolinguals and multilinguals concerning individual strategies and strategy categories in favor of multilinguals as well as multilinguals‟ transfer of strategies from Greek to English and vice versa.