Foreign Language Learning Strategies Research Articles

Learned Helplessness of Secondary-School Students Learning English During Covid-19 Distance Education: a Research Report

Objectives of the research: This article presents a diagnosis of the learned helplessness experienced by secondary-school students learning English remotely during the 2021 lockdown due to the COVID-19 pandemic. The objectives are to (1) show the level of learned helplessness of secondary-school students learning English, (2) investigate the relationship between foreign language learning strategies and the learned helplessness of secondary-school students, and (3) determine the relationship between the level of learned helplessness and the use of private tutoring by secondary-school students.
 Research methods: The study was conducted via a written diagnostic survey. It also employed the School Helplessness Scale by B. Ciżkowicz (2009) and the Strategy Inventory for Language Learning (SILL) by R. Oxford (1990).
 A short description of the context of the issue: The aim of the text is to answer the following research questions: What is the level of learned helplessness of secondary-school students? Is there a relationship between foreign language learning strategies and the learned helplessness of secondary-school students? Does the use of private tutoring differentiate the level of learned helplessness of secondary-school students?
 Research findings: The results demonstrate a significant negative correlation between learned helplessness and the use of memory, cognitive, metacognitive, affective, and social strategies. The average score of learned helplessness was 2.54, which indicates that the respondents usually felt the symptoms of it. An analysis of the results for the three deficits revealed that the motivational deficit made the greatest contribution to learned helplessness. The students who had hired a private tutor in English had a lower level of learned helplessness and cognitive deficit.
 Conclusions and/or recommendations: The research findings lead to several recommendations for educational practice in the context of foreign language learning: using new, effective pedagogical approaches to keep learners motivated—including elements of strategy training or social and emotional learning (SEL)—arranging remedial teaching, and promoting teachers’ professional development.

Gestures as Scaffolding to Learn Vocabulary in a Foreign Language.

This paper investigates the influence of gestures on foreign language (FL) vocabulary learning. In this work, we first address the state of the art in the field and then delve into the research conducted in our lab (three experiments already published) in order to finally offer a unified theoretical interpretation of the role of gestures in FL vocabulary learning. In Experiments 1 and 2, we examined the impact of gestures on noun and verb learning. The results revealed that participants exhibited better learning outcomes when FL words were accompanied by congruent gestures compared to those from the no-gesture condition. Conversely, when meaningless or incongruent gestures were presented alongside new FL words, gestures had a detrimental effect on the learning process. Secondly, we addressed the question of whether or not individuals need to physically perform the gestures themselves to observe the effects of gestures on vocabulary learning (Experiment 3). Results indicated that congruent gestures improved FL word recall when learners only observed the instructor's gestures ("see" group) and when they mimicked them ("do" group). Importantly, the adverse effect associated with incongruent gestures was reduced in the "do" compared to that in the "see" experimental group. These findings suggest that iconic gestures can serve as an effective tool for learning vocabulary in an FL, particularly when the gestures align with the meaning of the words. Furthermore, the active performance of gestures helps counteract the negative effects associated with inconsistencies between gestures and word meanings. Consequently, if a choice must be made, an FL learning strategy in which learners acquire words while making gestures congruent with their meaning would be highly desirable.

Study on Students English Learning Strategies Take the Students Majoring in Chinese Language and Literature as Examples

The research on foreign language learning strategies in academic circles mainly began around 1970. During this period, the focus of foreign language teaching in the world gradually changed from how to teach to how to learn. Therefore, it is necessary to study the use of learning strategies in different groups of students. This can be a reference for their future learning effect. This paper answers the question of whether and how to focus on the choice of six English learning strategies for some Chinese language and literature majors. 51 students participated in the study and answered a questionnaire with 61 questions. The questionnaire in this study has a reliability measurement of 0.981 and validity measurement of 0.614, which is a questionnaire that can extract data effectively. The data analysis shows that the frequency of the compensation strategy is higher than the other five types of strategies, which is followed by memory strategy. Metacognitive strategy is the third and cognitive strategy is the fourth. Affective strategy is behind on metacognitive strategy, and social strategy is the least.

The effect of foreign language learning strategies on alleviating cross-cultural social anxiety

BackgroundWith the rapid development of international communication, learners gradually begin to socialize across cultures. However, some introverted students have cross-cultural social anxiety disorder when communicating with foreign friends. In order to alleviate this symptom, this study puts forward the optimization of foreign language learning strategies based on psychological suggestion.Subjects and MethodsIn this study, 400 patients with cross-cultural social anxiety disorder who meet the treatment standards were selected from the school and divided into the experimental group and the control group equally, and the number of male and female students in the two groups was the same. The experimental group and the control group were treated with psychological suggestion and routine psychological care for 12 months, respectively. The study used 3-min confidence assessment scale (3D-CAM) software to compare their social anxiety scores before and after treatment.ResultsBefore and after treatment, the average difference of social anxiety score in the experimental group was 42.5, which showed that the treatment method could effectively alleviate the disease. The value of the control group is only 16.8.ConclusionsThe experimental results show that the optimized diagnosis and treatment methods of foreign language learning strategies proposed in this study can effectively treat learners’ cross-cultural social anxiety disorder, and then improve the social mood of patients and students. This method has almost no sequelae and is suitable for the cure of cross-cultural social anxiety disorder.AcknowledgementThe research is supported by: Jiangxi Social Science Planning Project (Art), English translation study of cultural landscape in Jiangxi Section of Long March National Cultural Park (No. yg2021190).

Strategie językowe w powszechnym kształceniu muzycznym

The article presents an outline of various foreign language learning strategies, the presence of which can also be seen in well-known methods and concepts of music education at school. The similarities between music and language have been the subject of discussion among philosophers, musicologists, linguists, and psychologists for many years. Moreover, along with the development of neuroimaging techniques, scientific evidence has been provided to approximate the analogies that occur in the process of perceiving linguistic and musical structures. This article outlines the similarities of language and music in terms of didactics and focuses on the ways they are acquired. It presents the existent analogies between the strategies of foreign language learning and strategies used in music learning. The subject of consideration are also the ways of music and language learning integration, which could be provided by introducing CLIL method (Content and Language Integrated Learning). The CLIL method, which is now increasingly used in general education, can bring double benefits in relation to music. This form of integrated music and language teaching can be used both in general music education and in primary and secondary music education. In addition, recent research on the introduction of CLIL to secondary music education is briefly described.

Foreign language learning strategies of three Indonesian multilinguals: A narrative inquiry study

Foreign language learners usually learn a foreign language using their first language. There has been limited report on study discussing the ability of foreign language learners to learn a foreign language using their learned foreign language. This study employed an autobiographical narrative inquiry based on the experience of three multilinguals. This study aimed to find out their strategies in learning foreign languages and the factors affecting in learning foreign languages. This study found that there were two Indonesian multilinguals that learn Japanese using their limited ability in English. The other multilingual learn English at school and learned Dutch at a language course. The results proved that there are factors such as learner characteristics, linguistic factors, learning processes, age and acquisition, instructional variables, context, purpose, motivation, attention, attitude, study habit, self-concept, and student aptitude affecting learners in learning foreign languages. This study gives little contribution to our understanding on the strategies that might been applied by a foreign language learner to learn a new foreign language.
 

LATVIAN HIGHER EDUCATION INSTITUTION STUDENT FOREIGN LANGUAGE LEARNING STRATEGIES

The study focused on the frequencies of Latvian higher education institution student self-reported foreign language learning strategies. From the 86 participants 44 were males and 42 – females; sport science was studied by 48 respondents, and health care by 38; 44.20% were freshmen and 55.80% - sophomores; 76.70% were full-time and 23.30% – part-time students. The study employed the Strategy Inventory for Foreign Language Learning (SILL), consisting of 50 statements divided into 6 categories: memory, cognitive, compensation, metacognitive, social and affective. One statement from the memory strategies was removed, as it was considered non-relevant for the students. Likert scale of three choices - never, sometimes and often – was used. SPSS Version 26 was used for the data analysis. Results: 1) the investigated students tended to use cognitive (mean =2.12; st.dev.=0.29; min,=1,43; max.=3) and compensation (mean =2.11; st.dev.=0.36; min.=1,33; max.=2.83) strategies more often; 2) the students tended to use affective (mean =1.78; st.dev.=0.39; min.=1.00; max.=2.67) strategies less often; Wilcoxon Signed Ranks Test showed that compensation strategies are used more often than memory strategies (Z=5.08; Sig. =0.00) and metacognitive strategies were used more often than affective strategies (Z=5.00; Sig. =0.00).

Text memorization: An effective strategy to improve Chinese EFL learners' argumentative writing proficiency.

This study aims to explore the impact of text memorization strategies on Chinese EFL learners' English argumentative writing proficiency, the process of their text memorization, and specific strategies deployed for the enhancement of the memorization effect. Seven text memorization tests, one pre-test, and one post-test were administrated to 33 Chinese English majors to, respectively, examine students' memorization outcomes as well as their English argumentative writing proficiency before and after memorizing seven model English writings. Data were also collected through interviews with the 12 top scorers in text memorization tests. The results showed that text memorization as a foreign language learning strategy significantly impacted the improvement of EFL learners' argumentative writing proficiency. Moreover, in the text memorization process, in which varieties of strategies were employed, it was found that storage was preceded by understanding among the majority of the interviewees. Since text memorization was found to be advantageous to EFL learners' writing proficiency, a new system of text memorization strategies was developed in the current study to provide both scholars and teachers with insight into text memorization strategies associated with the writing skills of EFL learners.

Монгол суралцагчийн хэл сурах стратегийн асуудалд (МУИС-ийн Гадаад хэлний мэргэжлийн ангийн оюутны жишээгээр)

There are many external and internal factors that contribute to the successful completion of foreign language learning strategies. Defining your own strategies for learning a language can be a step forward to bring your foreign language knowledge, skills, and attitudes to the desired level. The study aimed to identify common language learning strategies of Mongolian learners, gender of the learners, whether feature of target language influences on language learning process, and common language learning strategy of a good learner. The students of nine Asian and European language department of National University of Mongolia were involved in the study.

Japanese Language Learning Awareness and Strategies: A Study on Malaysian Academia

Learning of foreign language has been emphasized in the national Malaysia Education Blueprint 2015 – 2025. Numerous foreign language classes have been offered in Malaysian public universities to drive the initiative. Japanese language has emerged as the most popular foreign language among Malaysian learners due to supportive national policies, frequent interactions between both countries, and positive social perception. Intriguingly, most Malaysian learners have demonstrated basic level of Japanese language. According to our survey, only 1% demonstrated advanced level of writing proficiency, 2.9% demonstrate advanced level of reading proficiency, and 3.8% demonstrated medical and advanced level of speaking proficiency. However, it is unsure whether the lack of awareness or absence of effective learning strategies have contributed to the stalemate. In this study, the level of awareness and learning strategies have been performed on Malaysian academia. The results showed that Malaysian academia lack a consciousness on the available of Japanese language learning resources (2.7238±1.1468). Besides, it is found out digital learning strategy has emerged as the best learning option (p ≤ 0.05) compared to other conventional learning strategies. Based on the results, future studies should investigate the contemporary foreign language learning strategies in the digitalization age.

Ukrainian EFL Learners’ Use and Views of Electronic Dictionaries: a Case Study in Higher Education

Dictionary usage is one of the potential English as a foreign language learning strategy. The research paper investigates current tendencies in electronic dictionaries use for EFL learning at Ukrainian universities and the attitudes of Ukrainian students toward them. The scholars attempt to answer the following question: What are Ukrainian EFL learners’ use and views of electronic dictionaries? The current study aims to fill a gap in existing literature regarding Ukrainian EFL learners’ preferences and the use of different electronic dictionaries for language learning. The significance of this research lies in understanding the learners’ preferences and support of the electronic dictionaries will help to find effective teaching practices fostering student-centered approaches. We used a quantitative method to collect research data through online tools (Google forms). It was achieved due to analyzing responses to the survey-based questionnaire of 32 learners of Vinnytsia Institute of Trade and Economics of the State University of Trade and Economics, Ukraine. The findings suggest that students usually use various types of electronic dictionaries because they help them to develop four basic language skills. The participants preferred using electronic dictionaries as effective and motivating aids. We concluded that Ukrainian learners had a positive attitude toward electronic dictionaries implementation as they can improve both the teaching and learning process in educational institutions.

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.

UNISONOST JEZIČKE POLITIKE I PLANIRANjA U SRBIJI I EVROPSKOJ UNIJI

The aim of the paper is, by comparing the results of the implemented language policy in Serbia and the European Union in the past twenty years of this century, to find an answer to the research question whether the language policy and language planning are a „choice” of a social community or whether it represents the adoption and implementation of that pol- icy by the relevant authorities, not taking into account religious, socio-cultural, political and other characteristics of the countries at a certain historical moment. The paper applies the operational method of content analysis of documents, as well as the comparative analysis of statistical data of the relevant bodies in the Republic of Serbia and the EU. In the EU member countries, 83.3% of all students learn at least one world language, while that percentage in the Republic of Serbia is 100%. It should be borne in mind that the lower percentage in the EU results from the fact that only 14 member states have compulsory early learning of world languages, i.e. the first world language between the ages of 6 and 7, and in those 14 countries 99% of all the students are covered by the above-mentioned language policy. Furthermore, 79.4% of students in the EU learn English as the first foreign language, while that percentage in Serbia is 97.34%. Therefore, the tendency of the growth of English language learning in the period between 2009 and 2016 or 2022 continues both in the Republic of Serbia and the EU. Today, in the Republic of Serbia, only 2.74% of students in the first educational cycle do not learn English as the first foreign language, while that percentage of younger students in the EU is 20.6%. The research results also indicate that in the Republic of Serbia the second world language is German, which is learnt by almost one half of all primary school students, followed by French, Russian, Italian and Spanish, while in the EU, the predominant second world language is French, followed by German and Spanish as the only world language with the percentage of its learners increasing in the past decade. The research results show that the proclaimed multilingualism from the end of the 20th century has remained just ink on the paper because English, both in Serbia and in the EU member countries, has reached the first place by its presence as the first and often the only foreign language that is learnt. Based on the relevant research in this field, such dominance does not take the Foreign Language Learning Strategy in Serbia into account.

Forecasting the prospects for innovative changes in the development of future linguistic education for the XXI century: the choice of optimal strategies

The paper analyzes orientations and research tools in the field of linguistics, namely the development of linguistic education, general themes and strategies, specific scientific orientations, as well as some aspects of the institutional structure where it develops. The perspective of the topics analyzes the general strategies that have already been defined by scientific thought or are still in their developmental stage and proposes their own strategies for foreign language learning. The transition to an information society has caused a paradigm shift in the gravity and role of language knowledge in society. With the regard to educational knowledge, the paradigm change can be summarized as follows: there has been a transition from the educational model characteristic of modern pedagogy to the educational model of postmodern pedagogy, which involves mainly quality learning, through a comprehensive approach, integrating the learning content at the project level of a certain learning type to achieve the ideal of learning and universal development of a holistic person. This paradigm shift is associated with the affirmation of the triad of the learning educational model: lifelong learning, self-education, and full use of educational opportunities. The paper emphasizes the importance of foreign language learning strategies in the aspect of foreign language learning and teaching. One summarizes that the context of strategies and concepts of foreign language learning describe the taxonomy of innovative strategies, consider the role of the teacher in learning and development of future linguistic education.

English as a foreign language learners' strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors.

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.

Vārdnīcu lietošana otrās un trešās svešvalodas apguvē: mācīšanās stratēģija

Learning strategies are important for controlling and optimizing the acquisition and use of a foreign language. Regular use of strategies with specific work steps and tips helps students to become more independent and reach their learning objective quicker. This study provides an insight into one foreign language learning strategy – working with dictionaries. Dictionaries are not only a tool for translation, but also an important part of language learning. This foreign language acquisition tool is often undervalued, although proficient and appropriate use of dictionaries not only strengthens the learner’s self-directed learning skills, but also their confidence in using the foreign language. The research question: how can students acquire the learning strategy of using a dictionary to enhance their foreign language skills and self-directed learning? The aim of the study is to explore whether and how the use of dictionaries can contribute to learning a second and third language by summarizing theory and developing and validating techniques and appropriate tasks for this strategy to make the dictionary an important tool for language learning, as well as for the development of self-directed learning skills. The research has resulted in a summary of the theory on the chosen topic and the development of materials for an introductory lesson on working with dictionaries. The study concludes with a number of conclusions. The most significant of these are as follows. The use of dictionaries as part of foreign language acquisition must be included in the group of resource use strategies, which can be metacognitive or cognitive. First, students need to learn how to work with printed dictionaries, which is also a good basis for future work with electronic dictionaries. Printed dictionaries should be available in the lecture room to build the habit of using them. If they are not available, students should be allowed to use electronic dictionaries. Vocabulary skills will certainly improve language acquisition and give learners the confidence to make their own decisions about the choice of language unit in their speech or a written text in a foreign language. The materials developed under the research can be used in German language classes for beginners learning German as a second or third foreign language. Acquiring this learning strategy will not only be useful for students at school, but also later at university.

Optimization and Combination Analysis of English Multimodule Learning Strategies based on Computational Intelligence

Due to the stagnation of foreign language teaching method research and the rapid development of cognitive psychology, in the early 1970s, the research focus of foreign language teaching changed from teacher to student research. In this context, the research of English learning strategy entered the historical stage of foreign language teaching research, and the global research of foreign language learning strategy was launched. In the past 30 years, the study of English learning strategy has been a hot research topic in the field of education in China. Finally, we conclude that English learning strategy training is the result of learning strategy training. In addition, the learning strategy training also effectively improves the English learning level of the students in the experimental class. This study aims to solve the problem of optimization and combination of English learning strategies, find effective ways and implement feasible programs, and propose theoretical and practical ways in college English teaching reforms. The connotation of “multimodule” has not been given due attention, so its role has not been fully brought into play. The following questions are answered, such as “teach students complete skills,” “train students in strategies,” “treat the teaching process correctly,” “Chinese computational intelligence has many patterns, but few practical effects” and “get rid of the strange theory that cannot be taught on the basis of computational intelligence” and “let students experience the practical process of English multimodule learning strategies and applications based on computational intelligence. The problems all seem to be related to “multimodules.”

Understanding EFL reading anxiety in relation to learning motivation, attitudes and strategies for Chinese and Spanish undergraduates

The present study explored the relationships between English as a foreign language (EFL) reading anxiety and learning motivation, attitudes, and strategies in two groups of EFL learners with different first language (L1) backgrounds. Thirty-five Chinese EFL undergraduates and thirty-seven Spanish EFL undergraduates participated in this study via a questionnaire. Quantitative analyses indicated different types of relationships between EFL reading anxiety and the abovementioned factors between these two groups of learners. While learning attitudes had a predictive effect on EFL reading anxiety for both Chinese and Spanish EFL undergraduates, the predictive effect of learning motivation and strategies were significant only among Spanish undergraduates. In addition, with learning attitudes as a mediator, learning motivation had an indirect effect on Chinese undergraduates’ reading anxiety. These findings expand previous studies by exploring the relationships between EFL reading anxiety and these correlates among EFL learners with different L1 backgrounds and provide reference and basis for the intervention of FLRA throughout the language learning process.

Exploring the Role of English as a Foreign Language Receptive Skills and Learning Strategy Usage in the Ability to Acquire and Apply Knowledge at the Beginning of Higher Education.

Foreign language learning plays a prominent role in the world today not only for communication across borders, but also for the potential benefits of other learning skills. The main objective of this research is to examine and explore the relationship between first-year full-time undergraduate students’ (N = 1,257) English as a foreign language (EFL) reading and listening achievement and learning strategy preferences in relation to knowledge acquisition and knowledge application. Our results show that students achieved significantly better on listening tasks than on reading tasks and that their knowledge acquisition performance was higher than their knowledge application achievement. The majority of the participants reported that they usually or always employ learning strategies, with the most preferred strategy type being the control strategy. The structural model shows that language learning, and knowledge acquisition and application are strongly interrelated; moreover, the level of use of memorization and elaboration strategies directly affects both knowledge acquisition and application skills. This suggests that EFL learning significantly influences the development of knowledge acquisition and knowledge application, which are essential in a range of areas in education and society today.

Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude.

The main objective of the study was to ascertain whether English as a Foreign Language learners with various levels of English language achievement differ significantly in applying foreign language learning strategies. We also aimed to explore strategy use frequency in connection with attitude toward English language learning. Data were collected from 1,653 lower secondary students in Hungary through a revised version of the previously developed online Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) based on Oxford’s Strategic Self-Regulation (S2R) Model. The findings point to statistically significant differences in the frequency of English language strategy use among more and less proficient learners. Quantitative analyses also reported that, in spite of the students stated low or moderate levels of strategy use, it turned out as a statistically significant predictor of foreign language attitude and language achievement. The results draw attention to the relevance of strategy research in foreign language teaching as well as encourages strategy teaching within language instruction.