Type and frequency of English : using learning strategies in written tests by Spanish students from British Schools

Abstract

With the boost of human psychology, the relation between teaching and learning has characterized the students’ motivation of a second language and its affection in behaviorism within the educational system. In this sense, writing is the best way to illustrate if L2 proficiency is being right for the L2 practice, instead of listening and speaking. In this essay, I want to examine and analyze the variety of learning strategies that 10 Spanish students from the British school of Vila-real employed in written tests. The group was made up of 5 boys and 5 girls studying the 1st secondary course, who performed writings using their own learning styles according to the English instruction given. Then, general results were obtained following 4 valuation criteria and studied from two gender perspectives; boys and girls. To discuss final results, these focused on the grading and frequency systems determined for this research. Findings demonstrated that a) scores obtained in the compositions tended to be proximate to each other, except one of the participants who failed in his final result, and b) the whole group appeared to use all the learning strategies valuated, but not in a balanced frequency. Just 2 students applied the entire repertoire of components in their written tests