Mind the Gap: A Case Study on the Preparedness of EFL Students at a University in Sweden
(2018) ÄENC51 20182English Studies
Educational Sciences
- Abstract
- Many students struggle when transitioning from upper secondary school to higher education. While there is a substantial amount of research regarding the difference in education from isolated perspectives, little research has investigated the connection between different perspectives. This paper studies the relation between language competencies and language learning strategies within the EFL context. The purpose of this study is to investigate the difference between studies of English at upper secondary (or equivalent) and university level. This is realized through two research questions: (1) In what ways do university students feel that their upper secondary English education prepared them for university English studies? and (2) In what... (More)
- Many students struggle when transitioning from upper secondary school to higher education. While there is a substantial amount of research regarding the difference in education from isolated perspectives, little research has investigated the connection between different perspectives. This paper studies the relation between language competencies and language learning strategies within the EFL context. The purpose of this study is to investigate the difference between studies of English at upper secondary (or equivalent) and university level. This is realized through two research questions: (1) In what ways do university students feel that their upper secondary English education prepared them for university English studies? and (2) In what ways do they not feel that their upper secondary English education prepared them for university English studies? The study is guided by a theoretical framework consisting of a combination of self-concept and language learning strategies. The population of the study consisted of English teacher candidates as well as students enrolled in an English course. The findings show that the students feel prepared to study English in terms of language proficiency, but less prepared in terms of language learning strategies. Items regarding time-management received an especially low result. The results indicate that the students need more training in applying learning strategies earlier in their studies. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8976644
- author
- Kamis, Andrea LU
- supervisor
-
- Francis Hult LU
- organization
- course
- ÄENC51 20182
- year
- 2018
- type
- L3 - Miscellaneous, Projetcs etc.
- subject
- keywords
- self-concept, learning strategies, learner preparedness, EFL
- language
- English
- id
- 8976644
- date added to LUP
- 2022-09-06 11:05:42
- date last changed
- 2022-09-06 11:05:42
@misc{8976644, abstract = {{Many students struggle when transitioning from upper secondary school to higher education. While there is a substantial amount of research regarding the difference in education from isolated perspectives, little research has investigated the connection between different perspectives. This paper studies the relation between language competencies and language learning strategies within the EFL context. The purpose of this study is to investigate the difference between studies of English at upper secondary (or equivalent) and university level. This is realized through two research questions: (1) In what ways do university students feel that their upper secondary English education prepared them for university English studies? and (2) In what ways do they not feel that their upper secondary English education prepared them for university English studies? The study is guided by a theoretical framework consisting of a combination of self-concept and language learning strategies. The population of the study consisted of English teacher candidates as well as students enrolled in an English course. The findings show that the students feel prepared to study English in terms of language proficiency, but less prepared in terms of language learning strategies. Items regarding time-management received an especially low result. The results indicate that the students need more training in applying learning strategies earlier in their studies.}}, author = {{Kamis, Andrea}}, language = {{eng}}, note = {{Student Paper}}, title = {{Mind the Gap: A Case Study on the Preparedness of EFL Students at a University in Sweden}}, year = {{2018}}, }