Strategy-based English language instruction: the impact on the language proficiency of young gifted learners

YILDIRIM R. , Akcayoglu D. I.

EDUCATION 3-13, cilt.43, ss.97-114, 2015 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 43 Konu: 2
  • Basım Tarihi: 2015
  • Doi Numarası: 10.1080/03004279.2012.759606
  • Dergi Adı: EDUCATION 3-13
  • Sayfa Sayıları: ss.97-114


This study reports on an investigation into the impact of strategy-based English language instruction (SBELI) on the language proficiency of gifted learners. The participants were students who were identified as gifted and thus received additional out-of-school training for a few days a week in Adana Science and Arts Centre. Their ages ranged from 10 to 13. One experimental group (n = 17) and one control group (n = 17) were designed to explore the possible English performance differences between the learners who were exposed to SBELI, which included 11 language-learning strategies for eight weeks, and those who were not. Data were collected through proficiency exams, written accounts of participants in the experimental group, think-aloud protocols and an open-ended questionnaire. The findings obtained revealed that SBELI produced a positive impact on the language proficiency of the gifted students and enabled them to enhance their already established attitude to make their language learning quick, easy, effective and enjoyable.