English Learning Strategies Research Articles

A Study on the Effectiveness of Learning Strategies in English

This article is concerned with ''learning strategies of English in English Foreign Language setting in Iran. The role of language strategy is to reach or complete a language learning process or language teaching process in target language. It is worth mentioning strategies of learning can be considered as the important factor in learning and teaching target language in order to help determine how language learners learn their target language in EFL or ESL settings. Subjects for this research project were eighty EFL students in the age range of 18 to 24 at under-graduate level in Bushehr Persian Gulf University. The two types of questionnaires were designed to reach the purpose of this study: the first test included age, gender, language attitude and subjects etc. and a learning strategies questionnaire has included a twenty-nine-test adapted from the original willing (1994) survey. However, the Effectiveness of Learning Strategies was revealed in this study.

Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language

These case studies provide a description of five undergraduates’ self-efficacy beliefs and use of self-regulated learning strategies related to learning English as a second language. A qualitative research design with a purposive sampling method was used. Semi-structured interviews were conducted to investigate the context of learning English language and to explore the undergraduates’ self-reported self-efficacy beliefs and self-regulated learning (SRL) strategies. Classroom observations and document analysis were also used for data collection. The findings showed a relationship between self-efficacy, self-regulated learning strategies, and participants’ English language proficiency. Pedagogical implications for language instructors are highlighted. ESL learning may be enhanced through positive and successful past experiences and constructive feedback and scaffolding by language instructors. Self-regulated learning instruction should be incorporated by ESL instructors in developing self-regulated learners.

Exploring the Use of Digital Technology in English Language Teaching: Strategies and Methods for Effective Implementation

The globalization of technology, including education, has impacted all facets of life. Therefore, English learning strategies must be studied so teachers can easily choose and determine English learning strategies for teaching students digital base technology. This research aims to describe (1). Digital technology in the world of education; (2). Digital technology-based English learning methods; (3). Digital technology in the development of language learning skills. Hence, this study applied library research methods through gathering research article by utilizing Publish-or-Perish application. The results of this study are (1). Technology supporting education is expected to assist students and educators in carrying out teaching and learning activities in schools; (2). At this time, many English learning methods have been integrated with digital technology. Such as utilizing digital technology using the direct method and others; (3). The use of digital technology is also used in developing students' English skills (listening, speaking, reading, and writing), for example, the use of YouTube videos, digital posters, digital comics, and Grammarly tools. Henceforth, this study urges the ELT teachers to leverage their digital technology competences as well as their pedagogy to attend meaningful and engaging learning for their students.

Research on English Learning Strategies in Junior High Schools Based on Cognitive Load Theory

In the case of advocating autonomous learning and lifelong learning, learners need to master English learning strategies and use them effectively. How to exert functions of English learning strategies is a key issue that needs to be solved. In this study, the revised The Strategy Inventory for Language Learning (SILL) to design a questionnaire and interviews were conducted to understand the current situation of English learning strategies used by junior high school students. Then, in order to augment students’ initiative in using learning strategies, based on the cognitive load theory, this study proposed six strategies. First, decrease internal cognitive load: reducing elements and linking old and new knowledge. Second, decrease external cognitive load: setting goals and reducing redundancy. Third, increase germane cognitive load: stimulating learning motivation and multi-modal training.

Analyzing the Relationship among English Learning Motivation, Strategies, and Academic Achievement of the Students Majoring in Airline Service

본 연구에서는 항공서비스 전공 대학생들을 대상으로 국내 외 항공사 취업에 영어 능력의 측정도구로 요청되는 토익읽기와 듣기를 학습성취도의 요인으로 설정하고, 학습동기와 전략이 학습성취도에 어떠한 영향을 미치는지를 파악하였다. 이를 위해 2022년 4월 항공서비스 전공 대학생을 대상으로 설문을 시행하여 유효한 233부의 표본을 SPSS 20.0 통계 프로그램으로 분석한 결과, 첫째, 영어 학습동기가 학습전략에 미치는 영향에서 학습동기의 하부요인 내적동기는 직접전략의 하부요인인 기억전략, 보상전략, 그리고 간접전략의 요소인 상위인지 전략에 정(+)의 방향으로 영향을 미치는 것으로 나타났다. 또한 외적동기의 공감적 통제는 유일하게 보상전략을 높이는 효과를 보였다. 반면, 무의식적 통제는 기억전략에는 정(+)의 방향으로 상위인지전략에는 (-)의 방향으로 영향을 미치는 것으로 나타났다. 둘째, 영어학습 동기가 읽기능력에 미치는 영향에서 , 내적동기, 무의식적통제와 외부통제는 읽기능력에 정(+)의 방향으로 영향을 미치나, 무의식적통제는 부(-)의 영향을 미치는 것으로 나타났다. 반면, 듣기능력에는 내적동기만 정(+)의 방향으로 영향을 미치는 것으로 나타났다. 내적동기 부여에 좀 더 비중을 두고 교수법을 개발한다면 학습자의 읽기 및 듣기능력이 모두 향상될 수 있음을 예측할 수 있다. 즉 영어 수업을 진행하면서 흥미와 즐거움을 주도록 롤 플레이, 쉐도우 청취와 쉐도우 읽기, 모둠활동, 발표, 포상 등의 방법을 추가하고 지속해서 흥미와 주도성을 겸비한 교수법을 개발하여야 한다. 셋째, 영어 학습전략이 학습성취에 미치는 영향에서 기억전략과 상위인지전략이 읽기능력과 듣기능력에 정(+)의 방향으로 영향을 미치는 것으로 나타났다. 따라서 영어 교과과정에서 기억전략과 상위인지전략을 수업에 활용하고 역동적, 능동적으로 강의가 진행되도록 차별화된 교수법이 개발 되어야 한다.

Fun English for Young Learners Bagi Anak Anak Tpa Darus Salam Masjid Raudlatut Tholibin Binanga Lingkungan Danga Mamuju

English is the most widely used foreign language for the world population today. Schools in Indonesia also teach English as one of the subjects that must be mastered for students starting from elementary, middle, and high school levels. However, not all primary schools teach English, including the primary and kindergarten children who study at TPA Darus Salam Masjid Raudlatut Tholibin, Binanga Village, Danga Neighborhood, Mamuju, West Sulawesi. They admitted that they did not learn English at all at school. This community service aims to teach English by using Fun English Learning Strategies for children at TPA Darus Salam Masjid Raudlatut Tholibin located at Jalan Husni Thamrin Binanga Sub-district Mamuju City West Sulawesi.

The Pros and Cons of English Learning Strategies in the Post Covid-19 Pandemic of Vocational High School: Perception and Attitude by Indonesian EFL Learners

During the outbreak of the Covid-19 pandemic, students and teachers had to carry out academic activities via online learning management system. Recently the threat of Covid-19 has receded and schools immediately carry out full face-to-face learning. The present study observed high school students’ perception of the shifts of English learning from blended to offline learning. The research data was obtained through a questionnaire from 286 students consisting of 118 males and 168 females in Central Java, Indonesia. The results reveal some pros and cons towards offline learning. In general, students accustomed to online learning find offline learning time-consuming and burdensome. However, most of them state that offline learning is fun, more interesting, and more effective. Importantly, they could meet their classmates and teachers in person again. The study concluded that offline learning or traditional classrooms were preferred to online learning.

Re-examining the importance of vocabulary learning strategies for first language English speakers

ABSTRACT Awareness of vocabulary learning strategies has been identified as crucial in supporting learners’ vocabulary development. Using interview data from 21 adolescent first language speakers of English identified as gifted students in the U.S. education context, I analysed the vocabulary learning strategies that they used to learn, remember, and make sense of new words. I also analysed the strategies that students reported as what English language arts teachers employed in classrooms and encouraged them to use. The findings showed that reading was the most teacher-adopted, teacher-encouraged, and student-performed activity. In addition, a significant number of students expressed unawareness of specific strategies they used to develop their vocabulary. I discuss implications and highlight the need to re-examine the importance of the awareness of vocabulary learning strategies in learning English as a first language.

Exploring Gifted Secondary School Students’ Needs for English Learning in Saudi Arabia

This exploratory paper investigated female gifted secondary school students’ needs for English Learning in Saudi Arabia. It has addressed a gap in the literature regarding English Learning needs analysis of gifted secondary school students in Saudi Arabia. It tries to answer the question: What are the needs of those students? The professional needs for English learning were collected through a need analysis questionnaire addressed to gifted secondary school students in Riyadh, Jeddah, and Al-Baha in Saudi Arabia. The data analysis techniques for the descriptive statistics were frequency count, percentage, means, and standard deviations. The results revealed that gifted students need to learn English primarily to access the vast body of international scientific knowledge and research, to get international certificates in English, and to deal with the media, technology, and the Internet. In addition, this study specified students’ perceptions about the characteristics that should be included in English class, the difficulties they faced while studying language, and their suggestions for better English learning strategies. Furthermore, gifted students preferred to learn English from activities that resemble daily life situations and to learn at their own pace. The research results indicated that gifted students face difficulties in class, such as making mistakes and feeling bored because they already know the information. They have demonstrated a need to insert virtual learning environments into the curriculum. The study recommended that the Ministry of Education enable gifted students to study a tailored gifted curriculum in English and activate enrichment in and out of activities.

The Challenges faced by Students in Learning English (Post-Pandemic Era)

Abstract. This article was used to describe the challenges that students face when studying English in the new normal era. The qualitative descriptive design was used as the research methodology. The subjects that will be involved are students in SMA/ MA/ SMK/ equivalent in South Sulawesi Province. The data was obtained from the questionnaire Qualitative data analysis techniques were used to analyze the qualitative data. The analysis's results will be presented as a description of the challenges experienced when studying English during the New Normal era. For students, teachers, policymakers, and scholars of education and foreign language learning, this definition will be helpful. This research is related to the implementation of students' English learning strategies in the new normal era. The researcher distributed the questionnaire on the Google Form link to several high school students in South Sulawesi and 206 students sent back the results. The results of the research showed that many challenges faced by students in learning English during the current New Normal (during and after the Covid-19 Pandemic). These challenges come from student conditions, teacher conditions, school conditions, environmental conditions, material conditions, learning processes, and the application of technology. Keywords: Challenges, English, Learning, Strategy.

네트워크 분석을 활용한 영어수준별 영어학습전략 활용 패턴 연구

네트워크 분석을 활용한 영어수준별 영어학습전략 활용 패턴 연구

Opportunities and Challenges of English Language Learning in Chinese High School Entrance Examinations (Chsee) Under the New Curriculum Reform

The introduction of the English Curriculum Standards for Compulsory Education (2022 Edition) marks the beginning of a new era in the evolution of compulsory education. Under the changed circumstances, the question of how to improve the quality of teaching and learning in the classroom and improve students' application skills while meeting the key criteria of basic education cannot be neglected. This paper reviews the opportunities and challenges under the reform, which are closely linked to the student’s English learning and even their future career plans, as well as their impact on society in the future. The correct understanding of the curricular standards depends to large extent on the correct comprehension of the nature and philosophy of the curriculum as outlined in the standards. Therefore, the English learning objectives and strategies for the Chinese High School Entrance Examinations (CHSEE) under the new curriculum reform should be formulated after studying and analyzing the reform policies. The new curriculum standard has required the students to have vocabulary, comprehension standards and writing skills, and also required the instructors and teachers to get a higher level of proficiency and competence to provide the interactive pedagogy and teach in a more practical and applicable way.

The Strategies in Learning English Language Used By Civil Engineering Students of Sintuwu Maroso University

The Strategy is used by the students in learning English to help them achieve the objective of language learning. Learning English language was involved in learning reading skill, writing skill, listening skill and speaking skill. Students has their own strategy in learning. Each students used their strategy depend on their pation. The used of strategy in language learning is needed to study. The objective of this research is to describe the English Language Learning Strategy used by Civil Engineering students in New Normal Era. The subject of the research was 82 students of Civil Engineering Students that follow the Basic English Subject in Sintuwu Maroso University Poso. Survey resarch is used in This research as the method. The data was colleceted by questionnaire. The result of the research obtained in Learning English Language Used By students Civil Engineering of Sintuwu Maroso University used many learning strategies in learning English. Those learning strategies were Cognitive, memory, social, and compensation strategies

The Survey on Students’ Emotional State in Oral English Learning of Junior Middle School—Taking No.11 Junior Middle School of Yichang City as an Example

Under the background of the new curriculum reform, the inspection of listening and speaking ability has become an important part of the high school entrance examination, with the score accounting for about one third. The training and cultivation of oral English ability is an increasingly important task in English learning and teaching in junior middle school. For most junior middle school students who lack oral English learning skills and experience, the part of listening and speaking is the weak link in their language learning. Therefore, junior middle school students are prone to have negative emotions towards oral English, which is not conducive to English language learning. On the basis of the affective filter hypothesis, this paper analyzes the emotional variables of students, investigates the emotional attitudes of 80 students, from two classes of Grade eight, towards oral English learning, in No.11 middle school in Wujia District, Yichang, Hubei Province, in the form of questionnaire, and explores the influencing factors of anxiety about oral English learning and coping strategies to increase students’ confidence and motivation, and relive anxiety, thus improving their oral English.

Pembelajaran Bahasa Inggris pada Lembaga Kursus dan Pelatihan (LKP) Ambisco Metro Lampung

This study aims to investigate English learning at AMBISCO as the course and training institute by concentrating on analyzing English learning strategies applied in each English course program at AMBISCO. This research was conducted based on the development of LKP AMBISCO both in terms of quantity and quality, of course,participants in the middle of competition with various other English courses in Metro city, Lampung. This research uses a descriptive qualitative method. Data collection techniques are interviews, observation, and documentation. The results of the study show that learning English at AMBISCO is administrated by implementing English learning strategies which are broadly divided into the initial learning phase, the main learning phase, and the final learning phase. Learning strategies in each English course program are applied effectively based on the need analysis of participants in each program so that they can achieve the learning target effectively.

A Survey of Vocabulary Learning Strategies Used by Non-English Majors in Changzhi University

Vocabulary has been playing an important role in language learning. However, to most students in China, vocabulary is the main problem they have met when they learn English. In order to improve their vocabulary learning skills, a study is needed to find out definitions and classifications of English learning strategies used by college students in Changzhi University. Further more, students’ different employment of language learning strategies and the related results are essential to be explored. This thesis aims to investigate the vocabulary learning strategies used by non-English majors by means of questionnaires. The subjects are 238 non-English majors from Changzhi University. Both similarities and differences of application of language learning strategies are explored. The correlation between vocabulary learning strategies and test scores is conducted as well. Further more, some suggestions for lexical learning will be put forward.

Non EFL Students' Perception in English Language Learning Strategies (LLS) in the Digital Era

This study was carried out in perception to the demand that in this 4.0 era, Indonesian students should be proficient in English. Hence, in Indonesia, English has been taught and learnt since elementary school level up to tertiary level of education. This study aims to examine non EFL students' English learning strategies in ESP learning; especially regarding the types of strategies used most often and the tendency of non EFL students to use these strategies. This study used a qualitative approach with a descriptive case study method involving 37 Medical Laboratory Technician students. They were selected by stratified random sampling. The instrument used is a questionnaire adapted from Oxford (1990). The results of study showed that non EFL students were not very aware of the use of language learning strategies in learning English as a foreign language because they rarely used them. However, non EFL students had priority affective strategy (24.3%), social strategy (22.3%), followed by compensation strategies (19.3%), cognitive (11.4%), metacognitive (14.3%), and memory strategies (8.4%). Based on the research results, it is expected that non EFL students can recognize and learn foreign language learning strategies comprehensively, which must be applied continuously to achieve success.

Relationships between Chinese university EFL learners’ academic emotions and self-regulated learning strategies: A structural equation model

Emotional research in foreign language learning has bloomed recently, and yet there has been a call for attention to a broader spectrum of emotions experienced by learners of English as a foreign language (EFL). Whilst emotions and self-regulated learning (SRL) are both believed to play important roles in EFL learning, little is known about their interplay. To fill the void, the study intends to map out an overall status quo of Chinese university EFL students’ academic emotions and SRL strategy use and sophisticated interrelationships between them using structural equation modelling (SEM). Findings showed that the Chinese participants demonstrated a medium level of positive emotions, a low level of anger, a medium level of shame and anxiety, and a low to medium frequency use of SRL strategies in English learning. ANOVA results detected gender differences in SRL strategy use, with females outperforming males in using self-evaluation and persistence strategy types, together with grade level influences in anxiety level with seniors feeling less anxious than juniors and sophomores. Furthermore, SEM results suggested that enjoyment had positive relationships with SRL strategy use; anger and shame had negative relationships while anxiety had ambivalent relationships with SRL strategy use. Important implications are discussed.

A Survey on Translation as a Learning Strategy by EFL Higher Education Students in English Learning

Many language teachers assume that the use of translation as a learning strategy to learn a language can harm the learning processes. In contrast, many learners need translation as a learning strategy to help them understand the meanings of texts. This paper reports on the use of translation strategies in English learning by EFL higher education students at an Islamic private university. This study employed a survey study. Data were collected from the Inventory for Translation as a Learning Strategy (ITLS) questionnaire consisting of 27 items that were adapted from Liao (2002). The participants were 97 students who enrolled in the English Education major batch of 2018 and they were randomly selected. Findings show that the most frequent strategy use of translation is the use of electronic machines and English-Indonesia and Indonesian-English dictionaries (M=4.15 and SD= 0.91). Meanwhile, the least frequent strategy use of translation is to ask questions to peers and seek to find the meaning of idioms and expressions collectively in searching for unknown or new information about the English language (M=2.63 and SD=1.14).

ENGLISH LEARNING STRATEGIES IN THE IMPLEMENTATION OF THE 2013 CURRICULUM FOR CLASS VII AT SMP NEGERI 2 MUNTHE

<p>The aim of this research is to see how English learning strategies are implemented in the implementation of the 2013 class VII curriculum at SMP Negeri 2 Munthe. This research uses qualitative research with a descriptive approach, this research uses qualitative research. Referring to Strauss and Corbin. The subject of this research was carried out at SMP N 2 Munthe in class VII. Where it was found that the learning strategies applied by English teachers were implementing contextual and scientific learning strategies. There are several obstacles in implementing the 2013 curriculum.</p>