Investigating language learning strategy use in adult L2 literacy

This study investigated the use of English language learning strategies (LLS) among Thai undergraduate nursing students and compared LLS usage across three proficiency levels. It also examined the relationship between LLS usage and achievements in English for Nursing Purposes (ENP). The sample consisted of 170 fourth-year nursing students selected through purposive sampling. The study adopted the Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford (1990) to collect data. Descriptive statistics were used to describe the frequency of LLS usage, with one-way ANOVA to determine differences in LLS usage across proficiency levels. Additionally, Pearson’s product-moment correlation coefficient was employed to explore the relationship between LLS usage and ENP achievements. The results showed that overall, students used LLS at a moderate level, with a significant correlation at p < 0.05, and memory strategies were employed the most frequently. There was a difference in LLS usage among high, moderate, and low achievers in ENP writing and speaking achievements. Furthermore, the findings revealed a positive relationship between the overall use of LLS and ENP writing achievements. This study investigated the use of English language learning strategies (LLS) among Thai undergraduate nursing students and compared LLS usage across three proficiency levels. It also examined the relationship between LLS usage and achievements in English for Nursing Purposes (ENP). The sample consisted of 170 fourth-year nursing students selected through purposive sampling. The study adopted the Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford (1990) to collect data. Descriptive statistics were used to describe the frequency of LLS usage, with one-way ANOVA to determine differences in LLS usage across proficiency levels. Additionally, Pearson’s product-moment correlation coefficient was employed to explore the relationship between LLS usage and ENP achievements. The results showed that overall, students used LLS at a moderate level, with a significant correlation at p < 0.05, and memory strategies were employed the most frequently. There was a difference in LLS usage among high, moderate, and low achievers in ENP writing and speaking achievements. Furthermore, the findings revealed a positive relationship between the overall use of LLS and ENP writing achievements.

The aims of this research were to investigate the Chinese language learning strategy used among students of Chinese Department class of 2021 Binus University, the relationship between gender and language learning strategy use, the relationship between language learning strategy and learning achievement, and also the language learning strategy used by students with high learning achievement in the subject of Grammar. This research used Oxford’s language learning strategy questionnaire that was “Strategy for Language Learning (SILL)” to investigate the students’ language learning strategy. This research finds out that the language learning strategy employed by the most students are metacognitive strategy and strategy to be used by high learning achievement students in grammar subject are also metacognitive strategy. It also finds out that female students use more language learning strategies compared to male students, although the difference is not too significant. Results of Pearson Correlation’s test indicate no significant relationship between the students’ language learning strategy and learning achievement. This research shows that there is no dominant language learning strategy used by Chinese Literature students.

Fundamental to any consideration of research into students’ roles in any educational program is the focus on the most efficient way(s) of learning for students. Following the same thread, this study aimed to explore the patterns of language learning strategy (LLS) use (based on Oxford’s SILL, 1990a) and its links with language learning aptitude (LLA) (as measured by Carroll and Sapon’s MLAT, 1983) of a cohort of male (N = 16) and female (N = 32) Iranian students at Urmia University. One-way ANOVA indicated significant differences between the two genders on their use of cognitive and metacognitive LLSs in favor of males but not on their aptitude scores. Two-way ANOVA revealed a significant role for aptitude level but not gender on students’ language learning strategy use. Pearson product-moment correlation also revealed significant relationships among the components of MLAT and LLSs. Detailed findings and discussions are presented in the paper.

The use of Facebook as Language Learning Strategy (LLS) Training Tool on College Students’ LLS use and Academic Writing Performance

Abstract. The present study aimed at investigating the relationship among EFL learners’ emotional intelligence, tolerance of ambiguity, and language learning strategies use. The data was collected from 75 EFL senior undergraduate students majoring in English regarding the relationship among their emotional intelligence, tolerance of ambiguity, and language learning strategies use. To this end, three instruments of Emotional Intelligence Scale (Schutte et al., 1998), Tolerance of Ambiguity Scale (Ely, 1989), and Strategy Inventory for Language Learning (Oxford, 1990), with the focus on metacognitive, affective and social strategies, were administered. The results demonstrated there was no significant relationship between emotional intelligence and tolerance of ambiguity. But emotional intelligence was found to have a significant positive relationship with metacognitive, affective, and social learning strategies use. Moreover, tolerance of ambiguity was revealed to bear no significant relationship with the use of metacognitive and affective strategies, but its relationship with social strategies use was significantly negative. The existence or non-existence of any relationship provides the audience with some implications at the end.

Adjudicating the Utilization of Metacognitive, Affective and Social Language Learning Strategies by Preservice Learners of Teacher Education Institutions in Western Visayas, Philippines

The purpose of this study was to examine Chinese undergraduate students’ language learning strategy use in flipped English learning and the effect of gender and language proficiency on strategy use. It aimed to enrich the research on language learning strategies as well as the flipped classroom and render implications to EFL instructors on developing students’ language learning strategy use in flipped English learning. Research questions in this study revolved around identifying the most and least frequently used language learning strategies in Chinese undergraduate students’ flipped English learning, and the influence of gender as well as language proficiency on the frequency of students’ strategy use. In this study, the researchers employed random sampling to select 109 students enrolled in the flipped English course for non-English majors at H University in China. Oxford’s (1990) Strategies Inventory of Language Learning (SILL) was modified for a flipped classroom context and employed to collect data. T-tests and ANOVAs were used to analyze the data. The results revealed that participants employed language learning strategies with medium frequency in flipped English learning. While they employed social strategies the most frequently, they used metacognitive strategies the least frequently. Furthermore, the male and female participants were not significantly different in their strategy use. However, there was a significant difference in strategy use in relation to English language proficiency in that high proficiency students employed strategies more frequently than low proficiency students. Pedagogical implications are provided.

Nowadays, people in Indonesia begin to improve their English ability by learning English both in school and informal institution. Because learning English is different from learning our mother tongue which are completely different in their spelling, pronunciation, and grammar, people have to learn words with strategies to make it easier. Because of that reason, the researcher is interested to investigate the degree of the use of language learning strategies and to find out whether there are any correlation between six categories of language learning strategies used by the students of the first grade at acceleration class of SMA Negeri 5 Malang and their English proficiency. 
 The approach of this study is quantitative related with statistical approach. The population of this research were 60 students on ten grades at acceleration program, senior high school 5, Malang. The data about the strategies that the students used were obtained from Strategy Inventory for Language Learning (SILL) questionnaire completed by the students and their school grade report of the first semester.
 The result shows that the use of overall language learning strategies falls into medium level. Specifically, the students prefer to use social strategies as the most frequently used, followed by memory, cognitive, affective, metacognitive and compensation strategies. A positive sufficient correlation is found between metacognitive strategies and English proficiency. This sufficient correlation can be examined by looking at the context since English is used as the foreign language in Indonesia. In sum, the students of the first grade at acceleration class are the moderate users of overall language learning strategies. Metacognitive strategies are found as the strategies that correlate with students’ proficiency. Therefore, the teachers of acceleration class should introduce and promote more about the metacognitive strategies to their students in order to increase English proficiency. The researcher also suggest for the readers, especially learners to apply metacognitive strategies because it can improve language skill.
 
 Keywords – Language Learning Strategies

This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use of survey research, questionnaires, achievement and proficiency test scores, and multiple regression analysis. Results show EFL and ASL students share similar use of six LLS (memory, cognitive, compensation, metacognitive, affective, and social). The six categories predict academic achievement and four skills performance in different ways. Memory and cognitive strategies predict neither academic achievement nor four skills performance. Compensation strategies predict listening performance, whereas metacognitive strategies predict academic achievement and writing performance. Productive and receptive skills share similar information processing operations in terms of strategy use. Affective strategies predict reading and listening performance, whereas social strategies predict writing and speaking performance. The study made recommendations for curriculum and instruction.

The primary purpose of this study was to examine the relationship between language learning strategy use and foreign language achievement, focusing on differences in gender. A total of 263 English as a foreign language students enrolled in English preparatory class program at Necmettin Erbakan University, School of Foreign Languages participated in the study. This was a descriptive study in relational screening model. The Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007), was used as the data collection tool. Results from the study indicated that metacognitive strategies were the most frequently used strategies among the participants, while cognitive strategies were the least frequently used. There was no significant difference between the male and female students in terms of language learning strategy use except memory strategies. Also, low but statistically significant positive correlations were observed between foreign language achievement and cognitive (r=0.23; p=0.00), compensation (r=0.16; p=0.01) and metacognitive strategies (r=0.15; p=0.02). The findings reported in the study suggest that high-level strategy use could affect students’ achievement in foreign language preparatory classes.

El propósito del estudio es identificar la utilización de estrategias en el aprendizaje de la lengua extranjera, por estudiantes universitarios, con diferentes niveles de competencia. Los objetivos son: 1) Conocer el uso de las categorías de estrategias en los diferentes niveles, 2) Comparar la utilización de las categorías, 3) Analizar la selección de categorías y 4) Averiguar el uso de las estrategias individuales más y menos frecuentemente utilizadas. Los participantes del estudio fueron 135 estudiantes de Magisterio del Grado de Primaria. El instrumento utilizado para evaluar estrategias ha sido una adaptación del SILL-Strategy nventory for Language Learning (Oxford, 1990) y para medir la competencia se emplearon las calificaciones finales de la asignatura de inglés.Los resultados de la investigación indican que la categoría más frecuentemente utilizada ha sido la Metacognitiva y la menos empleada la de Memorización. Los estudiantes más competentes emplean globalmente más estrategias. Además, se hallaron diferencias estadísticamente significativas en la utilización de la categoría cognitiva entre los grupos. The purpose of this study is to analyze the language learning strategy use in foreign language learning by university students at different proficiency levels. The objectives of the study are: 1) to learn about the language learning strategy use in language learning proficiency, 2) to compare language learning strategies employed, 3) to analyze the language learning strategies typically employed by a particular group of students, and 4) to find out about specific language learning strategies most frequently used. The participants were 135 teacher training university students. Data collection method used was a questionnaire based on SILL-Strategy Inventory for Language Learning (Oxford, 1990). The scores on English test were used to measure language learning proficiency. The results of this study reveal that learners use Metacognitive strategies more often than other strategies. In contrast, Memory strategies are the least frequently used. The frequent use of a large number of language learning strategies is reported by the most proficient learners. The differences in proficiency and in cognitive strategy use were found to be statistically significant.

This paper explores from a qualitative perspective the use of language learning strategies by Moroccan university EFL science students. Actually, it is part of a larger mixed method design research; however, the focus in this paper is just on the qualitative part so that a deep analysis of the informants’ introspections on their language learning process is provided. The aim of this study is to delve deeply in students’ use of language learning strategies and their motivation for learning English and how it relates to their strategy use. To collect data, 60 university students randomly drawn from six science-oriented majors participated in a semi-structured interview which focused on their motivation and their use of language learning strategies to learn English. Then, the interviews were first categorized in themes to have a clear picture of the informants’ use of the different language learning strategies and the different types of their motivation to learn English, and second these themes were analyzed using the content analysis method. The results demonstrate that students use a variety of language learning strategies in different degrees and they exhibit different types of motivation to learn English. This study yields a number of implications both for pedagogical purposes and for further research.

Although there are many studies on distance students’ language learning strategies (LLS) use, very little is known about what distinguishes LLS use between synchronous and asynchronous environments. This preliminary mixed-methods research helps to fill this gap by investigating distance students’ LLS use in these two environments. The picture of LLS use that emerged from the data collected has clearly demonstrated that the participants’ use of LLS and technologies was environment-dependent. Our findings suggest that, although the participants were able to use a wide repertoire of LLS and technological tools to facilitate their independent and collaborative learning, the efficacy of their efforts could be further improved by practicing LLS consciously and systematically. We therefore recommend environment-dependent LLS training and the integration of such training into curricular design, in order to empower learners to take more responsibility in online language learning.

Scaffolding is an instructional strategy which significantly contributes to learning processes. Learning strategies, as well, have often been noticed as being important in helping EFL learners acquiring a new language. The study is an attempt to find out the effect of using scaffolding strategies on EFL learners' use of different language learning strategies. To achieve the aim of the current study, a fifteen-week experiment was conducted. A sample of 100 Iraqi EFL university students participated in the study. The participants were divided into two groups: an experimental group, receiving conversation instruction through different scaffolding strategies, and a control group, being taught according to routine lecture method based on a teacher-centered approach, dominating in Iraqi university contexts. In both groups, the students' use of learning strategies was pre- and posttested. A paired samples t-test, an independent t-test and a multivariate ANOVA were used for statistical analysis of the data obtained. It was found that there is a statistically significant difference between the two groups in favor of the experimental group. This indicates that using scaffolding strategies throughout the teaching process is more effective than the routine lecture method within the teacher-centered approach framework.

<p align="center">Abstract</p><p>This study revealed the students’ language learning strategies in learning English. This study conducted on descriptive design which used quantitative approach to analyze the data. Therefore, the data is collected through Strategy Inventory for Language Learning (SILL) Questionnaire. The populations in this research were 116 students, while 90 of them were used as sample. The researcher uses purposive sampling as the technique sampling to select the sample.</p><p>The findings of the language learning strategies used by the students with high level of achievement and the students with low level of achievement are the students with high level of achievement is better than students with low level of achievement in the use of language learning strategies because they have higher average score in the use of six strategies, namely memory, cognitive, compensation, metacognitive, affective and social strategies. The finding of the use of language learning strategies by female and male students are female students is better in the use of language learning strategies because they get higher average score.</p><p>The teachers should be equipped with a lot of strategies that they will be able to propose to students so that they can deal with difficult academic task. The teachers should design activities that the students use a variety of strategies and after the completion of the task they should held a discussion session with students about the strategies that they use, whether these strategies proved to be useful or not. In his way, the teachers have opportunity to see the success each students in the use of the strategies, the students will be able to see what their appropriate strategies use. Thus, they will be given the opportunity to make self evaluation, decide which is better for them or learn an alternative way of doing a particular task.</p><p>Keyword: Language, Second Language Acquisition, Language Learning Strategies.</p>