English Learning Strategies Research Articles

English learning motivation, strategies, and information technology capability among Chinese tourism students

English learning motivation, strategies, and information technology capability among Chinese tourism students

Factors Affecting College Students' Autonomous English Learning Ability and Strategies for Improvement

Autonomous learning is one of the advocated learning methods in a learning-oriented society and is also a requirement for reform in college English teaching. A semester-long investigation was conducted on non-English major college students' autonomous English learning, involving a series of studies with a questionnaire survey of 120 second-year non-English major students at a certain university. The results indicate that the current level of autonomous English learning ability among college students is still relatively low. Moreover, individual English proficiency, the class environment, and the amount of time spent on English learning outside of class significantly affect this ability. Therefore, universities should strengthen the reform of college English teaching, promote a shift in teachers' teaching concepts, and focus on enhancing students' self-efficacy. Additionally, improving students' motivation levels and appropriately extending the time for completing assignments outside of class are necessary to enhance college students' autonomous learning ability.

Analysis of English Learning Strategies Performed by Successful EFL Learners in Non-English Department

The objectives of this research were to know and describe English learning strategies that are used by successful EFL learners in non-English departments at the University of Mataram and the factors driving them. This is a descriptive qualitative study using purposive sampling. The samples were 5 Engineering students and 5 Economics students with TOEFL scores of 457 to 560. The data was collected through the Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 and semi-interview. The result of the study reveals that successful EFL learners in Engineering and Economics implement all learning strategies at two different levels. The learners use compensation, metacognitive, and cognitive strategies at a high level, then memory, social, and affective strategies at a medium level. This research found that each learning strategy that the learners performed is intertwined. The naturalistic factors that contribute to driving the appropriation and implementation of those strategies are their English proficiency, learning style, and motivation. While there is no significant influence from gender identity found in this research.

English Learning Strategies Supported by Wireless Communication Modules and Their Application in 5G

In this study, a simplified strategy for the English assistance model was provided to overcome the limitations of current school English display settings and increase the scope of 5G innovation. This study uses a learning strategy based convolutional neural network (LS-CNN) to determine the execution of college English learning strategies. This article breaks traditional school English learning strategies by integrating 5G, which significantly improves classroom communication. In addition, this development approach may improve the standards of English performance in various methods, while strictly and purposefully adhering to the display guidance of “displaying substitute actors based on their skills”. The early findings of the review revealed that the proposed method focuses on the weaknesses of the standard English display model used in universities, while improving the mental abilities of substitute actors in various fields, including listening, talking, reading, and composing.

English Learning Strategies and Proficiency Level: Grade 11 Students’ Perspective in the Post-Pandemic Era

Abstract — This mixed method research study sought to assess the English learning strategies vis-à-vis proficiency level of Grade 11 students of a public high school for S.Y. 2023-2024. This research made use of a survey questionnaire and interview guide in a form of open-ended questions in gathering the necessary data. There were 21 respondents who participated in the 1st part of the data gathering and 10 were selected to participate in the interview session for the 2nd part. Statistical tools for data analysis included weighted mean, percentage distribution, and frequency count. Results revealed that most respondents were on their appropriate age to be admitted in the grade level in accordance to the K-12 program and majority were females. In terms of English learning strategies, it was found out that respondents had an acceptable result to both cognitive and metacognitive and when taken as a whole garnering a weighted mean verbally interpreted as agree. Meanwhile, students’ level of English proficiency in terms of Synonyms, Antonyms, Single-Word Analogy, Double-Word Analogy, Identifying Errors, Correct Usage, and Reading Comprehension and when taken as a whole obtained a mean score verbally interpreted as did not meet expectation. The findings highlighted the dynamic and evolving nature of language acquisition, where strategies employed by learners play a crucial role in shaping their journey towards linguistic mastery. Thus, it is recommended that teachers must look on the other factors regardless of being internal or external that may influence students’ capacity in learning English.

Differences in high school students’ English learning motivation and strategy use in face-to-face versus online blended learning modalities

Differences in high school students’ English learning motivation and strategy use in face-to-face versus online blended learning modalities

Research on the Cultivation of English Learning Strategies for Senior High School Students in Minority Areas

This paper brings up some suggestions and methods for cultivating English learning strategies for senior high school students in minority areas by summarizing the relevant English learning strategies by domestic and foreign scholars, and analyzing the survey of English learning strategies of senior high school students in minority areas.

NARRATIVE INQUIRY: AN ADVANCED USER’S STRATEGY TO SPEAK FLUENTLY IN ENGLISH

Speaking skills mastery is often perceived as a parameter of success in language learning. Following this situation, numerous studies and practices related to teaching speaking are continuously conducted in an attempt to best facilitate learners in developing their speaking skills. However, it catches our attention when one of our students can outperform others in speaking. This situation yields a question, “What makes him so different from the other students?”. As an attempt to elicit information about his English learning experience and strategy, especially in developing his English-speaking skills, we decided to conduct a Narrative Inquiry Research. Our research, therefore, addresses the following questions: (i) How is the advanced user’s perception of language learning? and (ii) How did the advanced user build the strategy to speak English fluently? The result of interview revealed that extramural English and some affective factors contribute to his English fluency. Investigating this phenomenon gives us insightful information, especially for language learners who want to be successful in language learning. The finding of this study is also expected to help teachers in their instructional design and practice.

Research on the Independent English Learning Strategy Under the Background of “Internet +”

Research on the Independent English Learning Strategy Under the Background of “Internet +”

The Impact of Talkpal.AI on English Speaking Proficiency: An Academic Inquiry

This study aims to investigate the impact of using Talkpal.AI in improving the English-speaking ability of university students. The research problem is to what extent Talkpal.AI can enhance fluency and intelligibility in English speaking. The research methodology used was quantitative research with an experimental approach where the experimental group used Talkpal.AI while the control group did not use the application. The research participants were university students with varying levels of English proficiency. Data was collected through an initial test to assess the level of English speaking ability before intervention with Talkpal.AI and a final test after a certain period of using the application. Then, an independent t-test was conducted with significant results. The findings of this study show that students have not widely used Talkpal.AI because they do not know the Talkpal.AI tool and are not facilitated by the institution. Participants in the experimental group showed considerably improved speaking fluency and clarity compared to the control group. In addition, survey results showed that participants had a positive perception of using Talkpal.AI to support English learning. This study confirms that Talkpal.AI positively impacts improving English speaking in a university setting. The implications of this research highlight the potential of Talkpal.AI as an effective tool in supporting English language learning in higher education institutions, as well as suggesting further integration of this type of technology in the English language teaching curriculum. Hopefully, this research provide valuable insights into the effectiveness of using Talkpal.AI in improving English speaking skills among university students. The results of this study can provide helpful information for developing more effective English learning strategies in the academic environment.

A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies

Despite the growing recognition of the impact of affective factors on second/foreign language (L2) learning, there remains a paucity of knowledge regarding academic burnout in L2 learning. Moreover, the intricate interplay between L2 burnout, maladaptive emotion regulation strategies, and negative L2 emotions remains inadequately explored. Given the increasing acknowledgment of network analysis as an advanced and appropriate method for unraveling the complex relationships among psychological constructs in applied linguistics, the current study aimed to investigate the network structure of burnout, maladaptive emotion regulation strategies, and negative emotions among 841 Chinese undergraduates who were learning English as a foreign language (EFL). The results of the network analysis revealed that shame, emotional exhaustion, and avoidance emerged as the most central nodes within negative emotions, burnout, and maladaptive emotion regulation strategies, respectively; shame, emotional exhaustion, and avoidance were also the most powerful bridging nodes linking the aforementioned three constructs. Notably, the robust bridging association between emotional exhaustion and anxiety was observed. Overall, Chinese EFL students may experience high levels of burnout and negative emotions and apply counter-productive regulation strategies in English learning, but these reactions are intertwined rather than independent of each other. Students who are overwhelmed by anxiety and shame are more prone to burnout symptoms, while those dominated by anger are more likely to vent it out. Theoretical and pedagogical implications are discussed.

A Study on Students’ Autonomous Learning Ability Based on Network Multimedia English Teaching Mode

The effective integration of network multimedia technology and educational and teaching activities is an inevitable requirement to improve the quality of education and teaching at present. The current application of network multimedia technology in English teaching makes its teaching mode diversified under the influence of multimedia technology and communication. Moreover, the application of media technology is helpful for teachers to help students build autonomous learning situations, which is of great significance to enhance students’ autonomous ability. Together with the characteristics of network multimedia, the college English teaching mode should be changed by making full use of the characters of vivid, intuitive and interactive advantages of network multimedia technology to strengthen students’ autonomous learning ability, to stimulate and help students to accumulate interest in English learning, to guide students to master certain English learning strategies, to establish a learning database, to organize cooperative learning and to carry out various evaluation methods.

Intelligent recommendation system for College English courses based on graph convolutional networks

With the rapid development of international communication, the number of English courses has shown an explosive growth trend, which has caused a serious problem of information overload, resulting in poor teaching performance of recommended English courses. To solve this problem, this paper proposes a graph convolutional neural network model based on College English course texts, students’ major, English foundation and network structure characteristics. First, by analyzing the relevant data of College English courses and combining with graph neural network, an English course recommendation algorithm model based on the College English learning strategy of proximity comparison is proposed. Then, the College English texts are taken as feature input, and multi-layer graph convolutional neural network is used to process the above graph neural network structure. Attention mechanism is introduced to enhance the representation of graph features in College English skills. Finally, multi-layer attention model is used to process the courses that users have learned, and intelligent course recommendation is made by combining the multi-layer attention modeling of College English skills. The experimental data show that the proposed method achieves the best performance compared with the commonly used College English course recommendation method.

The Implementation of Translanguaging in English language Learning Video

In this study, the researcher showed translanguaging implementation in the instructor's explanation in the English learning video on one YouTube channel and classified them according to Iversen's theory (2019). The researcher used content analysis to observe the three English learning videos on the GIA Academy. According to the report, the application of translanguaging in the three English learning videos evaluated is that the teacher utilizes translanguaging approaches that vary according to demands. Translanguaging is utilized in three English learning videos to explain each brief visual of the information in the form of PowerPoint to explain the subchapter, which is highly complicated learning content. The researcher also provided feedback on why the instructor applied translanguaging as one of the English learning strategies.

An analysis of the problems and effectiveness of children's English education from the perspective of behaviorism

Behaviorism learning theory has dominated learning theory in the US for the past 50 years and is currently one of the major schools of thought. According to this idea, human thought arises via interaction with the outside world or the development of a "stimulus-response". In recent years, early childhood education has attracted more and more attention from various groups in society. Today, the field of children's English education is developing rapidly, but due to the particularity of children as an educated group, there are many problems and difficulties in English teaching and learning. This review analyzes and concludes that using behaviorism theory to guide children's English teaching and consolidating the knowledge learned through repeated practice is of great significance to children's English learning. It also puts forward suggestions that behavioral teaching concepts should be rationally used to formulate more flexible children's English learning strategies and make correct analyses and improvements.

Students’ English Learning Strategies Assisted with e-Resources in Blended Learning

Blended learning yields some challenges and difficulties for learners, and they should have an appropriate strategy to deal with the use of e-resources. This research aimed at: (1) explaining the various learning strategies used by students to learn English using e-resources in blended learning, and (2) determining the factors that influence their choice of these strategies. The researcher used descriptive-quantitative methods in this study, with the participants involving 2 universities. The SILL questionnaire and interviews were used to collect the data. The results showed that the participants mostly used the metacognitive method, with an average of 3.86. The study also revealed that students used five other methods, including cognitive (M = 3.35), compensation (M = 3.34), affective (M = 3.20), social (M = 3.16), and memory (M = 3.14). Moreover, students’ use of these strategies was influenced by some factors, including motivation to learn English, learning style, and ease of learning. In conclusion, the various strategies employed for learning English were different, as were the factors influencing strategy selection by each participant. This research provides meaningful insights into how the blended learning can be boosted through the implementation of appropriate learning strategies, particularly related to the use of e-resources, so that it will increase students' comprehension and achievement during the learning process.

TECHNOLOGY-BASED SELF-REGULATED LEARNING STRATEGIES AND ENGLISH SELF-EFFICACY IN ONLINE LEARNING ENVIRONMENTS

Technology-enhanced learning environments (TELEs) have provided language learners with various opportunities to promote their self-sufficient learning outside the classroom lately. Thus, language learners are no longer passive recipients of language; in contrast, they are autonomous learners who apply self-regulated learning strategies through the medium of technology during their English learning process, which in turn can be associated with their English self-efficacy perceptions. Therefore, the current study aimed to present an investigation into the relationship between preparatory school students’ use of technology-based self-regulated English learning strategies and their perceived English self-efficacy as well as the predictability of employing the strategies on their self-efficacy beliefs. Applying a quantitative research design, the data were collected through the Technology-based Self-Regulated English Learning Strategies Questionnaire (TSRLSQ) developed by An et al. (2020) and the Questionnaire of English Self-Efficacy (QESE) developed by Wang (2004). A statistically significant positive relationship was found between students' use of technology-assisted English learning strategies and their perceived English self-efficacy beliefs. In addition, regression analysis results showed that goal setting and learner evaluation, motivational regulation, and technology-based song-movie learning strategies were strong predictors explaining the change in students’ self-efficacy in four language skills.

An Analysis of the Innovation of English Teaching Strategies and Their Impact on Learning Effectiveness in the Age of Big Data

Abstract In recent years, a wealth of research on English language teaching practice has emerged in the academic community at home and abroad, mainly focusing on the use of teachers’ strategies in the English language teaching classroom and less on whether the use of strategies can enhance students’ English language learning effectiveness. In this paper, we look for the factors affecting the effectiveness of English learning from the two subjects of teachers and students respectively, identify the main variables of the study, and put forward the relevant research hypotheses. By using partial least squares regression to construct a model of research impact on learning effectiveness, a regression test is proposed that utilizes Person’s correlation analysis as a benchmark. The research data were collected by means of an online survey, and in the descriptive statistics of the variables, the content mastery measure of the sense of learning goal effectiveness scored the highest at 4.253, and the learning content explanation of the English teaching innovation was adequate. The R2 of English learning strategies and goal effectiveness sense is 0.289 and adjusted is 0.265, the F value is 378.621, and the P value is less than 0.001, which is positive and significant. The more frequently English teaching innovation strategies are used in this study, the higher the sense of goal efficacy, which can significantly improve the effectiveness of learning.

Research and Analysis of Factors Influencing the Passing Rate of CET-4 in Local Universities

With the rapid development of social information and economic globalization, English has become widely prevalent worldwide. As a "global language," English significantly influences language teaching policies and practices globally, particularly in China, where a national College English Test Band-4 has been established. Since its inception, the College English Test Band-4 has evolved into one of the most crucial assessments for evaluating college students’ foreign language proficiency. Recently, a growing number of local university students in China are grappling with the challenge of failing to pass this exam. Therefore, this study examines the influencing factors on the passing rate of the College English Test Band-4, based on surveys conducted among undergraduate students in 2020 and 2021 at Hulunbuir College. The paper employs cross-analysis and regression tests to analyze the factors affecting the passing rate of CET-4 among local undergraduate college students, drawing relevant conclusions. Additionally, the study proposes suggestions for English learning strategies tailored to the needs of local undergraduate college students. Factors such as gender, English scores in the college entrance examination, and daily English learning methods are identified as having a significant impact on the passing rate of CET-4.

Pengenalan Bahasa Inggris Pada Anak Usia Dini Melalui Media Flash Card Di TK Tunas Karya Kemlagi Kabupaten Mojokerto

This journal examines The development of english learning strategies by using flash card for early childhood in Tunas Karya kindergarten, Mojodadi Village, Kemlagi District, Mojokerto. The research aims to analyze the english learning in kindergarten.. The research is using the classroom action research to improve the learning practice in the classroom, so that the learning practice can be done in more professional way. The results indicate that some factors, such as changes, can be happened in english childhood vocabulary.