FOREIGN LANGUAGE LEARNER VARIABLES IN AN URBAN COMMUTER UNIVERSITY SETTING

Abstract

In this study, foreign language (FL) learner variables were evaluated in two distinct university settings, with a view to identifying trends in learning abilities and devising guidelines for FL teachers in urban commuter (UC) universities. To this end, students enrolled in a beginning Spanish program were given a battery of FL learner variable tests, including 34 students in a UC university and 40 students in a traditional residential (TR) institution.  Namely, an aptitude test (CANAL), an FL anxiety questionnaire (FLCAS) and a language strategy survey (SILL) were administered. Independent two-sample t-tests were carried out to evaluate differences in mean scores. The results demonstrated significant trends among students in the UC setting regarding the use of advanced cognitive and linguistic skills, working memory, and compensation strategy use. These findings are discussed in reference to current FL principles and a number of teaching guidelines for UC institutions are suggested.