In Year 8, we found signicant (rYear5 = 0.700.12; p < 0.001 0.01; rYear8 = 0.820.66; p < 0.0010.01) relationships between overall strategy use and foreign language marks, attitudes and general school achievement. However, the relationship between aective strategies and school achievement was not signicant. We observed that children who use LLS have positive attitudes toward language learning, except for compensation and aective strategies.

The Effect of Language Learning Strategies on Attitude, School Marks and General School Achievement We analysed the eect of LLS on foreign language attitude, school marks and general achievement using AMOS. We were looking for causalities between questionnaire elds and further variables by constructing a theoretical model on the basis of Oxfords strategy taxonomy and childrens background data. We hypothesised that strategy factors largely inuence childrens attitude toward language learning and through this the other variables. The model we created showed appropriate t indices for the nal model and indicated a good t to our data in both years (Figures 1, 2).

We also examined the correlation between LLS and attitude toward foreign languages, LLS and the foreign language mark, and LLS and general school achievement. We observed the most signicant estimates between language learning strategy use and attitude in Year 5 (r = 0.530.20; p < 0.0010.05). The correlational coecient between attitude and the foreign language mark was also signicant (r = 0.37; p < 0.001). We Frontiers in Psychology | www.frontiersin.org January 2018 | Volume 8 | Article 2358 4 fpsyg-08-02358 January 9, 2018 Time: 17:50 # 5 Habk and Magyar

Effect of Language Learning Strategies TABLE 3 | Means of strategy users according to their foreign language mark in Year 8. The use of indirect strategies, more precisely, metacognitive, aective and social strategies, was the highest in Year 5, while metacognitive, cognitive and social strategies were the most frequently employed in Year 8. These ndings shed light on the dierent preferences among the dierent ages and prociency levels. While aective strategies play a signicant role in Year 5, cognitive strategies become more dominant later. Metacognitive and social strategies remained the most frequently used in both Years. Our result is consistent with those reported by Dawadi (2017) who discovered similar strategy preferences. We can also reinforce Alhaysonys (2017) results that high school sample did not engage in aective strategies, and Charoentos (2016) ndings about the low use of memory strategies. p < Strategy Foreign language mark Mean F Sig. {1; 2 < 5} {3 < 4} {3 < 5}