Qualitative research on language learning strategies and self-regulation

Studies show that incorporating self-regulated learning (SRL) strategies into foreign language teaching encourages the development of autonomous learners. However, interviews with teachers ( n = 51) indicate that they mostly do not consider SRL in classroom practices. The present study attempts to highlight the significance of SRL in language teaching by exploring its impact on language achievement. It investigates learner reported use of SRL, focusing on its three main components – orientation, performance, and evaluation – and their power in predicting foreign language achievement. A total of 222 undergraduate foreign language learners at a state university participated in the study. Data was collected from two sources: a five-point Likert-type self-regulated language learning questionnaire, adapted from models and research instruments used in previous studies to investigate SRL and language learning strategies, and the university’s English achievement exam. Quantitative analyses indicated that although participants reported moderate to low levels of SRL use, it is a significant predictor of foreign language achievement and had significant correlations with language achievement. The results are meant to draw attention to the importance of SRL research within the foreign language teaching field as well as foster SRL implementation in language instruction.

In the last decade, researchers who explore language learners’ strategic engagement have found it difficult not to refer to the notion of self-regulation. This chapter reviews the relevant studies on self-regulated language learning since the concept of self-regulatory learning capacity was promoted to replace language learning strategy (LLS) as an individual difference factor. It not only documents what has been achieved in the studies on self-regulated language learning but also contends that the advancement of self-regulation in research has not solved the problems that it was supposed to solve with regard to LLS research. The chapter notes that researchers increasingly use the theorization of self-regulated language learning to frame LLS research. It then presents a study on self-regulated learning of language and subject content informed by sociocultural perspectives on language learning. It concludes with an argument that we need to understand both how and why language learners regulate and control their language learning process.

The aim of the study is to examine the relationship between ESP students' language learning beliefs and strategy use. 68 Iranian female students studying in midwifery and nursing departments were selected. Study participants received the Quick Oxford placement, and 51 intermediate participants were selected from among them. Language Learning-Related Beliefs Inventory, and Language Learning Strategy-Inventory were used. Chi-square was used to find the relationship. The results showed that Iranian midwifery students are moderate in their beliefs about language learning, they generally use language learning strategies at a moderate level, and their preferences for language learning strategies are compensatory, metacognitive, memory, cognitive, social and affective. The results also showed that there is a positive relationship between ESP students' language learning beliefs and their use of language learning strategies. The findings of this study can also be fruitful for language learners and teachers, curriculum designers and material developers. Keywords: ESP students, language learning beliefs, language learning strategies

Preface Introduction: The State of the Art in Language Learning Strategies and Individual Learner Characteristics, Rebecca L. Oxford (University of Maryland, USA) and Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria) Part I: Theoretical Foundations of Individuals' Situated, Self-Regulated Language Learning Strategies Introduction to Part I 1. Understanding Language Learning Strategies in Context: An Innovative, Complexity-based Approach, Rebecca L. Oxford (University of Maryland, USA), Roberta Z. Lavine (University of Maryland, USA), and Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria) 2. Moving from Theory to Practice: A Closer Look at Language Learner Strategies, Andrew D. Cohen (University of Minnesota, USA) 3. How Individual Differences Relate to Successful Strategy Use: A Holistic View of Self-regulated Language Learners round the World, Carol Griffiths (Fatih University, Turkey) Part II: Research Methodologies for Exploring Learning Strategies and Individual Differences Introduction to Part II 4. Listening to Highly Anxious EFL Learners through the Use of Narrative: Metacognitive and Affective Strategies for Learner Self-regulation, Christina Gkonou (University of Essex, UK) 5. Modelling a Prototypical Use of Language Learning Strategies: Decision Tree-based Methods in Multiple Context, Atsushi Mizumoto and Osamu Takeuchi (Kansai University, Japan) 6. Mixing Methods: Investigating Self-regulated Strategies in a Cooperative EFL Learning Environment, Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria) Part III: Studies of Learning Strategies Emphasizing Diverse Contexts and Individual Difference Factors Introduction to Part III 7. Making Language Learning Strategies Research Useful: Insights from China for the World, Peter Yongqi Gu (Victoria University, New Zealand) 8. Language Learning Strategies of Greek EFL Primary and Secondary School Learners: How Individual Characteristics Affect Strategy Use, Angeliki Psaltou-Joycey (Aristotle University of Thessaloniki, Greece) and Zoe Gavriilidou (Democritus University of Thrace, Greece) 9.The Use of Pronunciation Learning Strategies in Form-focused and Meaning-focused Activities: The Impact of Contextual and Individual Difference Variables, Miroslaw Pawlak (Adam Mickiewicz University, Poland) Part IV: Preparing Teachers and Presenting Strategy Instruction to Learners Introduction to Part IV 10. Preparing Teachers for Language Learning Strategies Instruction in Diverse Classrooms: A Program for New Teachers, Anna Uhl Chamot (George Washington University, USA) 11. Investigating English Majors' Affective Strategy Use, Test Anxiety, and Strategy Instruction: Contextual Influences, Jakub Bielak and Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Poland) 12. Young Language Learners in Classroom Contexts: The Development of Strategy Assessment Methods and Tools, Pamela Gunning (Concordia University, Canada) and Carolyn E. Turner (McGill University, Canada) Conclusion: Lessons Learned and the Future of Situated Learning Strategies, Carmen M. Amerstorfer (Alpen-Adria University Klagenfurt, Austria) and Rebecca L. Oxford (University of Maryland, USA) Index

The previous three decades have seen a growing body of research into language learners’ self-regulated learning (SRL), language learning strategy (LLS) use, and their possible effects on proficiency. This study thus provides insights into the relationship between elementary and low intermediate learners’ perceptions of their self-regulated strategy use in English as a foreign language (EFL) and their attitude to English in relation to their proficiency level. Nine hundred and sixty-six higher proficiency students and 399 lower proficiency students in Year 8 participated in the research. A revised Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ), a version of Oxford’s Strategy Inventory for Language Learning (SILL), was completed by the participants. Our findings shed light on higher proficiency learners’ significantly higher level of strategy use. Learners at higher levels relied more strongly on their metacognitive strategies, such as planning, organizing and monitoring their cognitive processes. Our analysis also showed a high correlation between the different factors of metastrategy use (metacognitive, meta-affective, metasocial, and metamotivational) and cognitive, affective, social, and motivational strategy use in relation to attitude and proficiency. A path analysis also reinforced our assumption that metafactors significantly determine learners’ proficiency across strategy use and attitude in both higher and lower-level students. The positive contribution of the metastrategies on their corresponding regulated strategy fields appeared to be robust, thus underlining recent LLS research that emphasizes the role of metafactors in the language learning process.

This study was conducted at Department of English, Faculty of Education, Champasack University aiming to investigate the situations of students’ learning styles preference and strategies used and to examine the significances between language learning styles, learning strategies and base on their gander. The 180 students were selected equally; 90 males and 90 females by mixed methods sampling strategies techniques systematically. The perceptional-questionnaire was applied by using the 70-item with five Likert scales and related structured-interview was also conducted with 20 students. The questionnaire’ pilot reliability was found at 0.75 Alpha values of acceptable. The data analysis was analyzed by statistical independent t-test, Pearson Correlation, Mean scores and Standard deviation of each item calculating accordantly with the responded scores. The findings of the study revealed that the kinesthetic learning style was the most preferred. Closely found, visual, auditory and group learning styles accordingly related. Moreover, the meta-cognitive, compensatory and cognitive strategies were the most often frequency strategies used and relatively used by memory-related and social strategies. To examine gender’s perception towards learning styles and learning strategies; there were statistically significant differences between males and females in auditory, kinesthetic, tactile, individual and group learning styles and there were statistically significant differences between males and females in memory-related, cognitive, affective and social strategies. Final results were also proved that ‘Language learning styles’ had almost significantly correlated with the ‘Language learning strategies’.

A body of research has shown that self-regulation and language learning strategies are important variables influencing learning. The aim of the study was to analyze the relationship between students' self-regulations and their language learning strategies. For research purposes, the correlations between self-regulations and language learning strategies and the changes according to achievement and grade level were examined. The participants comprised 860 higher education students attending various departments in a state university in Turkey. The Scale on Self-Regulation in Learning (SSRL) and Strategy Inventory for Language Learning (SILL) was used to gather data. Descriptive statistics, one-way MANOVA and correlation statistics were used during data analyses. The findings indicated medium positive correlations between the two main constructs and further provided evidence for changes in both student self-regulations and their language learning strategies based on achievement and grade level. Conclusions are drawn and suggestions for further practice and research are made in the end.

Self-Regulated Learning (SRL) is considered a useful framework for strategy instruction. Teachers play a key role in designing and implementing strategy instruction; however, strategy instruction in teacher preparation program has been given less concern. Factors such as curriculum constraints, transmissive style of teaching strategies in the classroom etc. put strategy instruction in teacher education in a rather difficult position. Thus, with theoretical basis of SRL, this study proposes an alternative approach of strategy instruction in a blended learning environment to offer some insights into a strategy instructional program for teacher training. It is expected to provide an experiential and active learning experience for pre-service teachers to promote their own use of strategies in language learning as well as their knowledge of learning strategy and strategy instruction. The current article presents the results of needs analysis and describes the program’s theoretical foundation, design guidelines and outlines the program structure.
 
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Parenting Strategy for Enhancing Children’s Self-Regulated Learning

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

This study attempts to identify pre-service teachers' perceptions on the impact of language learning strategies to achieve their academic performances and to findout the importance of language learning strategies to be self-regulated learners. This is a narrative inquiry research design in which an in-depth interview was used as a tool to collect data. Six pre-service teachers who have been studying in Master of Education English fourth semester were selected using a purposive, non-random sampling procedure. The findings of this study show that language learning strategies help second language learners be self-regulated learners; they help them learn quickly, fast, and effectively and help them encounter complicated tasks. Furthermore, language learning strategies help them to develop their self-assessment skills and enhance cooperation and collaborative learning.

This article provides a qualitative inquiry into the influences of immediate family members (i.e. parents and siblings) on a group of Gulf Arab EFL students regarding their language learning experiences and strategy use in their Arab homelands. The participants came from financially comfortable families, with different levels of education. The data collected from a written narrative and four subsequent semi-structured interviews suggest that the occupation and educational attainment of the participants’ family figures (mostly parents) affected the amount and kind of support these families offered to the participants while learning English. Less educated parents involved themselves indirectly in their children’s English language learning, and their involvement appeared at a late stage in the participants’ academic lives in the form of emotional and/or financial support. The language learning strategies (LLSs) used by these participants were mainly exam-oriented. Conversely, higher educated parents contributed to enabling their children to enact their desired future self-images confidently as English speakers from the beginning, for example by sending them to well-resourced private educational establishments throughout their education. From this qualitative study, pedagogical implications as well as areas for ongoing research are suggested.

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.

This systematic literature review (SLR) focuses on the integration procedure of self-regulated learning (SRL) strategies for language learners in ubiquitous learning environments. The purpose of this review is to distil together the research findings, offer an evaluation of technologies used, and encompass the ambles and challenges of SRL. One of the purposes of this study is to conduct a wide search for scholarly articles published between the years of 2010 and 2023 to assess how different technologies, including, for example, mobile learning apps and learning management systems, promote or block SRL. The findings show that although ubiquitous learning opens up many possibilities, such as accessibility of learning and flexibility as far as the learners are concerned, the challenges, including emphasis on multitasking and the decline in the level of motivation among the learners, are also inevitable. The review identifies essential knowledge gaps in the literature, such as the lack of longitudinal studies and the underrepresentation of a diverse population. Nevertheless, future research and bringing to the forefront forthcoming trends like artificial intelligence and virtual reality are also shown in the piece, which indicates the directions for future research and new ways of understanding and implementing SRL. This review puts together the findings on self-regulatory practices in digital learning environments. It offers educationalists and developers some possible solutions to improve learning outcomes in an educational analysis that is increasingly digitalized.

Over the past 40 years, experts in the field of educational psychology have conducted extensive research on self-regulated learning (SRL) as a learning theory. The theory of SRL refers to a learner’s ability to understand and control their learning environment through goal setting, self-monitoring, self-instruction, and self-reinforcement in order to succeed in their studies (Schraw et al., 2006). Teachers who understand the application of self-regulated learning strategies may help their students gain important insight for transferring knowledge, skills, and abilities from one field to another. Furthermore, it helps the students prepare for lifelong learning and become autonomous learners. In her recent book Self-regulated Learning and Second Language Writing: Fostering Strategic Language Learners, Lin Sophie Teng explains the principles of using SRL theory in language learning, specifically through the application of SRL to students in a second language (L2) writing class. The book offers valuable knowledge for teachers to understand how to foster integrated strategies of SRL and language learning strategies in all of their students to succeed in language learning. [First paragraph]