English Learning Strategies Research Articles

Experimental Research on Learning Strategy Training to College English Poor Learners in China

In order to investigate the effectiveness of strategy training on improving English learners’ strategy using level and English learning level, and reveal which strategies can most affect learners’ English learning achievements, the research group conducted an experimental research on the English learning strategy training to 45 college English poor learners for one year. Research methods such as questionnaire survey, interview and experimental research, descriptive statistical analysis, correlation analysis and independent sample T test were used in the study. The results showed that targeted strategy training not only can improve college English poor learners’ strategy using level, but also can indirectly improve their English learning level. In addition, it indicated that cognitive strategy and social strategy are the main strategies which can influence English poor learners’ English learning level, and cognitive strategy is the most important one that affects college English poor learners’ English learning achievements, while metacognitive strategy and emotional strategy have little influence. This study can provide a detailed factual basis and operational content for the academic circle to study the strategy training to college English poor learners.

Scientific Approach-Based English Learning Strategy in Online Learning: Learners’ Satisfaction and Obstacles

This research investigated the application of Scientific Approach-Based English Learning Strategy (SABELS) in online learning for higher education level. Twenty items of closed-ended questionnaire were designed to indicate learners’ satisfaction and one item of open-ended questionnaire was to list some obstacles during online learning. The sample of this research was 215 learners who contracted Curriculum and Material Development (CMD) course in the fifth semester. It was found that the respondents were very satisfied towards the application of this strategy in online course. Some problems encountered by learners were unstable internet network, frequent power outage, slow response by lecturer in chatting, time consumption during online team work, and lack of motivation in self-learning. In conclusion, this new strategy has encouraged learners to do collaborative, research-based, and character building-based learning. Further study is suggested especially on investigating its effectiveness through experimental research.

Strategi Pembelajaran Bahasa Inggris Untuk Meningkatkan Skor TOEIC Mahasiswa Politeknik Darussalam

The purpose of this research is to find out the students' strategies in learning English. This research is a descriptive study with a qualitative approach and was carried out at the Darussalam Polytechnic Travel Business Study Program for the academic year 2021/2022. The study involved 40 business travel students in the first and fourth semesters with a TOEIC prediction score of 400 as subjects in this study. To measure students' use of English learning strategies, researchers used the Strategy Inventory of Language Learning (SILL) version 7.0, which was designed by Oxford. The results of this study reveal that the language learning strategies used by students are memory strategies and cognitive strategies with an average of 3.84 and 3.81 which are included in the high category, which is often used. Compensation strategies, metacognitive strategies, affective strategies and social strategies are in the moderate category, which is sometimes used.

Exploring the relationship between Chinese college students’ English learning strategies and their self-efficacy beliefs: A path analysis approach

ABSTRACT In this study, we conducted a path analysis to explore the effect of English language learning strategies across four domains (i.e., listening, speaking, reading, and writing) on English as foreign language (EFL) learners’ self-efficacy beliefs. A total of 216 undergraduates from a coastal Chinese university responded to two survey instruments that were translated and adapted to fit the research setting. The hypothesized model was revised based on modification indices and theoretical and empirical underpinning. Final model revealed significantly positive paths from (a) English listening, speaking, and reading strategies to learners’ self-efficacy beliefs in the corresponding domain; (b) English listening and reading strategies to self-efficacy beliefs in English writing; and (c) English listening strategies to self-efficacy beliefs in speaking and reading. Further, we failed to identify the factor of English writing strategies in the model. Findings are expected to offer research evidence and pedagogical implications in engaging college students’ English learning, which may be applicable for EFL classrooms in a global context.

Teaching Reading Strategies for Vocational High School

The aims of this research were to find out the English learning strategies for students at the second years students of SMKN 1 Kramatwatu and the students reading progress after having their own strategy in enhancing their reading comprehension. In this research, the researcher used qualitative research by implementing a case study research, which is more emphasize social reality as something intact complex, dynamic, and interactive, to examine the condition of natural objects. Based on the finding of the research indicated that there are some difficulties faced by the students, namely limited vocabulary mastery so that it affected students in understanding reading. Based on the problems, the teacher used two pre-reading strategies: contextual redefinition and word list to help students understood the contents of a reading text. Based on the results of the analysis data, it was found that two-pre reading strategies: contextual redefinition and word list could help students in understanding a reading text, increased vocabulary mastery, and increased students motivation in reading. On the other hand, there were changes in student second year, the students who achieve more than minimum scores. It can be concluded that: firstly, the students’ difficulty in understanding reading is influenced by the lack of mastery of vocabulary and low motivation to learn. Secondly, the use of contextual redefinition and word lists makes it easy for students to find out the meaning of a reading with vocabulary and context.

Psychometric Properties of Self-Regulated Learning Strategies in Learning English Grammar and English Grammar Self-Efficacy Scales

The study reports on the psychometric properties of instruments that can measure EFL students’ self-regulated learning strategy use and English grammar self-efficacy and examines the relationship between these two constructs. 350 male and 432 female students, aged between 16 and 17, from two high schools in Vietnam participated in the survey. The participants answered the Questionnaire of Self-Regulated Learning Strategies in Learning English Grammar (QSRLSLEG), and the Questionnaire of English Grammar Self-Efficacy (QEGSE). The disjoint two-stage approach for Partial Least Square-Structural Equation was used to analyze the data. The results showed that the 24-item QSRLSLEG and 8-item QEGSE have face, content, and construct validity and reliability. A moderate relationship between SRL strategies in English grammar learning and English grammar SE was found. Both instruments are reliable and valid assessment tools, providing useful information for researchers and English teachers to investigate important aspects of students’ self-regulation in learning English grammar.

The The Effect of SABELS and GRPQ on The Students’ Reading Comprehension at SMA Swasta RK Bintang Timur Pematangsiantar

The aim of this research is to find out the effect of Scientific Approach-Based on English LearningStrategy (SABELS) and Guided Reading Peer Questioning Strategy (GRPQ) on students’ readingcomprehension at grade X of SMA Swasta RK Bintang Timur Pematang Siantar. The researchersused quantitative method. The mean of GRPQ strategy is 77.50, Standard Deviation is 7.75, andsignificance value is .002 and number of students is 36. The mean in SABELS strategy is 80.00and standard deviation is 9.25, and significance value is 0.38 and number of students is 36. Theclass who got conventional strategy, it has mean 75.00, standard deviation is 7.50, and significancevalue is .000 and number of students is 37. Using t-test in analyzing data, is found that t-value(2,36) is higher that t-table (1,667) at level of significant 5 %. This means using SABELS iseffective to develop students’ ability in reading comprehension. According to the researchfindings, it is concluded that SABELS is more significant than GRPQ Strategy in teaching readingcomprehension at tenth grade students at SMA Swasta RK Bintang Timur Pematangsiantar.

English Learning Strategies of Economics-majored Students at Banking University of Ho Chi Minh City

The purpose of this research paper is to look into the current situation of using learning strategies and the key factors that influence English learning strategies of tertiary students who major in economics at Banking University of Ho Chi Minh City. On the basis of Oxford’s (1990) theory on language learning strategies, the study conducted a questionnaire survey with the participation of 300 students. The results show that economics-majored students use English learning strategies at a relatively high frequency, with the metacognitive strategies group having the highest frequency; the groups of affective strategies and compensation strategies have the lowest frequency of use. It also draws a conlusion that individual factors such as gender, grade level, and major do not appear to have a significant impact on students' use of English learning strategies. There are no significant differences between male and female students, between students of all grades, and between students of different majors in the frequency of using English learning strategies.

Language learning strategies in EFL used by athlete students in sport language center

The aim of this research is to identify the type of English learning strategies as foreign language used by athlete students and to analyse on how to use language learning strategies in learning English as foreign language to their achievement in English speaking skill. This research was conducted on six athlete students in Sport Language Center of Surabaya who are able to speak English in International Competition. The data for this research were taken from observation and filling up questionnaire analysis. It can be concluded that language learning strategies in learning English as foreign language for the students were very useful and helpful. The learning strategies are believed to be responsible for successful language acquisition and significant in language learning. Thus, in learning English as a foreign language, appropriate language learning strategies were significant. Athlete students who are swimmers in Sport Language Center needed to know how to learn, and swimmer coach needed to know how to facilitate his process in teaching English. Hopefully this research can also inspire other researcher who are interested in conducting research on other aspects of language learning strategies.
 Keywords: Language Learning Strategy; Athlete; English as foreign language

Exploring Thai EFL Students’ Self-Regulated Learning (SRL) Strategies and English Proficiency

This study reported on the use of self-regulated learning (SRL) strategies of Thailand EFL students, in relationship with students’ English proficiency in CEFR levels. It involved 152 second-year undergraduate non-English major students (19.7% male, 78.3% female) at a university in Thailand. First, the students took an English proficiency test assessing listening, reading, writing, and speaking skills framed by the Common European Framework of Reference (CEFR) for Languages; then, they completed a set of surveys focusing on the use of SRL strategies in English learning. The collected data was analyzed using descriptive statistics, One-Way ANOVA, and Pearson correlation. The results revealed that the most-used strategy by A1, A2, B1, and B2 students was Goal Setting and Planning. A little significant difference in SRL strategies use between A1 and A2 students was observed. However, significant differences in the use of SRL strategies were observed between A1 and A2 groups and the B2 group. This study barely confirmed significant differences between the B1 group and the groups at A1, A2, and B2 levels in the use of SRL strategies. Lastly, a negative significant relationship was established between the use of students’ SRL strategies and their English proficiency. Some recommendations for future studies are suggested in this study

Relationship between autonomous motivation and learning strategies in learning English at home of junior high school students

Relationship between autonomous motivation and learning strategies in learning English at home of junior high school students

Multimodal Approach in Online EFL Class Using Islamic Learning Materials: Students' Perspective

This study aims to find out how students' perspectives on learning English use 21st century learning strategies through a multimodal approach to teaching English for EFL students. A lecture was conducted online for one semester (four months) by using Islamic topics as learning materials. The learning materials were presented and discussed, then students were asked to write or talk about the topics. This study uses a descriptive qualitative approach to data collection through the provision of questionnaires and interviews with 47 students of the Islamic Broadcasting Program at the Faculty of Islamic Religion at a private Islamic university in Bogor, Indonesia, in the English language course. From the data collected through a set of questionnaires, it can be concluded that, 1) the majority of respondents are interested in using Islamic materials to learn English; 2) the majority of respondents state that Islamic materials assisted them in improving their English language skills; 3) The majority of respondents are interested in using online Islamic resources. Furthermore, respondents stated that the multimodal approach to learning is very interesting, very good, and can help them to learn English. In addition, students wished that direct interaction between lecturers and students could continue to function well. Hence, the use of multimodal-based materials could provide interactive opportunities between lecturers and students.

INVESTIGATING STUDENTS’ PERSPECTIVES ON THE USE OF TIKTOK AS AN INSTRUCTIONAL MEDIA IN DISTANCE LEARNING DURING PANDEMIC ERA

Abstract
 This study aims to investigate on students’ perspective on the use of TikTok Application as supplementary instructional media during pandemic session. 20 students of English Department Student at UNWAHA were voluntary to take part in this descriptive study. Employing questionnaire was carried out to obtain data related to their opinion. The researcher collects the data through questionnaire. Then, the researcher selects and identifies the data. After selecting the data, the researcher displays those data into good sentences. 3) After displaying data, the conclusion is drawn. This questionnaire is analyzed by using descriptive statistics The findings revealed that students at UNWAHA second-semester give positive attitudes towards introducing TikTok as video aids into EFL classroom teaching meanwhile using it as an English learning strategy out of class. Also, they stated that TikTok is expected to be used as instructional media in speaking class.

Study on Primary School English Learning Strategies Based on Network Learning Platform

Study on Primary School English Learning Strategies Based on Network Learning Platform

Exchange Structures Between English Lecturer and Health Information Management Students in English Class at Deli Husada Deli Tua Health Institute

The study reasons were to know what exchanges structures used between English Lecturer and Health Information Management (HIM) students and to obtain development of English learning strategies for health students. This research is conducted by descriptive qualitative. The data were clauses produced by English lecturer and HIM students. The data is analyzed based on Martin theory. In conversation, lecturer tends to has initiative to start it, meanwhile, the students tend to give respond by doing activity (evade) which are instructed by the lecturer. It is found 13 types corresponding moves of information, goods and services exchanges. The dominant exchanges structure were k2^k1 and a1^a2f^a1f. It is found different case, when lecturer gave the information to student that is marked by k1, it is followed by k1 or signed by k2^k1(k2)^k1(k2)^k1. There were two conversational systems namely congruent and metaphorical coding. In conversational structures, as the realizations of conversational systems, it is found some marked structures. Students didn’t answer the question, because undeniable that health students have difficult ability for making dialogue in English therefore lecturer keeps the conversation going by undergone initiative actions such as giving information, asking question or giving instruction but s/he seems to repeat information

영어 학습자들의 온라인 기반 영어 쓰기 자동 피드백 프로그램 사용에 대한 인식 및 학습 전략 연구

This study explored how English learners perceive an automated feedback program, Grammarly. and how they use it for their English learning. A total of fifty-seven university students participated in the study. They were asked to report their reflections on corrective feedback on their English compositions provided by Grammarly and their strategies of using the program for their English learning. The students reported grammar errors, vocabulary errors, and punctuation errors. It was found that Grammarly was useful for checking grammar. Furthermore, they suggested a variety of English learning strategies using an automated feedback program for their English learning. Pedagogical implications are discussed based on the results.

HIGH FUNCTIONING AUTISTIC STUDENTS’ LEARNING STRATEGIES IN WRITING TEXTS IN INCLUSIVE SCHOOLS

The aims of this study were to: 1) describe the process of how HFA students learn descriptive texts in inclusive classes, 2) disclose the influencing factors of HFA students’ success in writing descriptive texts in inclusive classes, 3) examine the learning strategies used by the HFA students in writing descriptive texts in inclusive classes.
 A qualitative study was used as a method of this study. The participants of this study were four HFA students at the seventh grade of inclusive schools. This study was conducted in two schools in Junior High School of Yogyakarta and Purwokerto, Central Java. Interview, observation, and documentation were used to collect the data. Moreover, this study used data condensation, data display, conclusion drawing, or verification to analyze the data.
 The results generally showed that the pictures were employed by HFA students as inspiration to enhance their ability in writing descriptive texts. Involving them into fun activities could enhance social skill dealing with their social impairments. HFA students choose particular strategies to accomplish particular task. There are some crucial factors that determine the success of autistic students in writing English descriptive texts. They are internal factors and external factors. Internal factors cover: motivation 1) autistic students’ perception on learning strategies used, 3) learning experiences. Internal factors consist of: 1) environment; 2) teacher’s strategies; 4) role of special guidance teachers. In addition, two dominant strategies are used when learning English. They are memory strategies and cognitive strategies. The last, one of the factors that influence the students’ choice of learning strategies is teacher’s teaching strategies.
 Keywords: Learning Strategies, English Learning Strategies, Memory strategies, Cognitive Strategies, Autistic Students, HFA Students.

Application of Learner-Centered Approach in College English Instruction in China: A Case Study

With a development history of more than half a century, the learner-centered approach has become a new teaching paradigm worldwide. The approach can produce effective and significant learning focusing on learners’ development, learning, and learning outcomes. This study aimed to determine how a learner-centered approach can increase students’ engagement, improve their English learning strategies, and enhance their academic performance in a specific EFL setting. Bloom’s taxonomy, Zhao’s “Neo Tri-Centers,” Krashen’s L2 acquisition theory, and primarily Biggs’ constructive alignment functioned as valuable guidelines when designing the instructional activities. Constructive alignment holds that intended learning outcomes, teaching and learning activities, and assessment tasks should be aligned organically to achieve effective learning. Data collected through the instructor’s observations, questionnaires, assessments of the students’ performances, and colleague’s feedback show that the learner-centered approach has remarkably motivated the students, improved their learning strategies, and enhanced their academic performance. The results and implications of this study may be of reference importance for future language teaching in a foreign language or second language setting. 

A Review on Vocabulary Learning Strategies Used in Learning English as A Second Language

This review aimed to analyse previous studies that analysed the use of vocabulary learning strategies (VLS) in learning English as a second language (ESL). The articles included in this review were chosen to understand and explore language learning strategies (LLS), definitions of LLS and its classifications, VLS, definitions of VLS, and its taxonomies, past studies on using VLS in learning ESL, and how good language learners are associated with the use of VLS. Past studies reviewed explored the use of VLS in both formal and informal context, and the learning of VLS both intentionally and incidentally. The findings showed that ESL learners’ vocabulary was found to be greatly enhanced by the use of strategies, thus highlighting the significance of vocabulary for language proficiency. As for good language learners, they utilized VLS to further enhance their vocabulary acquisition. This review concluded by presenting several research gaps identified in the past studies. It was found that the use of VLS in learning ESL and by good ESL learners are less explored by researchers. Moreover, there seems to be a paucity of studies on training models of LLS. With this review, it is anticipated that future research could look into the identified research gaps and conduct research based on the use of VLS in learning ESL, the relationship between VLS and good language learners, and the effectiveness of training models of LLS that can also be used to train VLS to ESL learners.

Students' Strategies in Learning English Online: A Case Study in a Private Elementary School in Yogyakarta

The learning contains activities to achieve certain learning goals. Students have their own strategies to be successful, and they need to be revealed, to be accommodated in the teaching and learning process. The purpose of this study aimed at investigating is to investigate English learning strategies used by fifth grade students of a private school in Yogyakarta in learning English online during pandemic during pandemic period. The research used mixed methods design with forty-one student respondents to the learning strategy questionnaire for quantitative data. Two students were interviewed for qualitative data. The quantitative data from questionnaire was analyzed using descriptive statistic, while the interviews was analyzed using the thematic analysis. The results show that first; first, memory strategy is the type of learning strategies often used by the students under category direct strategies (66.66%), while under indirect category, the respondents applied social strategy most (87.79%). Second, the students have a greater demand to apply direct strategies than indirect one, with percentage as much 23.57% and 14.08% consecutively. Of the two learning strategies, direct and indirect strategies, the learning strategy that is in great demand by fifth grade students is indirect strategies (23.57%) compared to direct strategies (14.08%). The results of the interview showed that the most of the fifth-grade students used writing strategies in the form of sentences in learning English, so that they could easily remember new vocabulary (memory strategies); listening to English music to help students learn English (cognitive strategies); and asking people who are fluent in English when they have difficulty or don't understand English material (social strategies).