Learning Strategies Inventory Research Articles

Exploring the psychometric properties of the Grammar Learning Strategy Inventory in the Chinese EFL context

Learning a second language is a life-long process requiring acquaintance with a repertoire of language learning strategies (LLS). Despite copious research on LLS and their role in fostering autonomous learning, few studies have examined strategies employed when trying to master specific subsystems of the target language, especially grammar. Meaningful communication in a second language hinges on implicit or highly automatized grammar knowledge, which, given the limitations of classroom-based grammar instruction, must for the most part be developed by learners themselves outside the classroom and this can best be achieved through adept use of grammar learning strategies (GLS). Our knowledge of the GLS, however, is scant, an issue that can be addressed either by designing reliable GLS measurement instruments or revalidating the few existing ones. This study adopts the latter approach by investigating the psychometric properties of Pawlak’s (2018) Grammar Learning Strategy Inventory (GLSI) in the Chinese context. The tool was administered to 923 English majors, and the responses were subjected to exploratory and confirmatory factor analyses. We found that all seven strategy categories included in the original instrument showed acceptable composite reliability and discriminant validity. The paper concludes by suggesting further revalidation of the GLSI and proposing avenues of research that employ methodological innovations to shed further light on GLS.

Grammar Learning Methods and Grammar Learning Strategies: Are They Related?

This study responds to numerous calls for research on Grammar Learning Strategies (GLS), an area that has been neglected for years. The research sheds light on the relationship between grammar learning or instructional approaches and students' utilization of GLS assigned to develop explicit and implicit knowledge of grammar. Two sub-categories of Pawlak's (2018) Grammar Learning Strategy Inventory (GLSI) were employed to assess GLS use in these two sub-categories by students who prefer explicit grammar learning and those who prefer implicit grammar learning. A Pearson correlation coefficient test was conducted to examine this relationship. The study revealed a moderate use of GLS for developing explicit and implicit grammar knowledge. Furthermore, it found an insignificant, fragile, and negative correlation between grammar learning or instructional approaches and GLS used to develop explicit knowledge of grammar. Similarly, an insignificant, very weak, and negative correlation was reported between grammar learning or instructional approaches, and GLS used to develop implicit knowledge of grammar. The study discusses factors influencing language learning and GLS use and highlights the limitations.

EFL Grammar Learning Strategy Use: Utilizing Grammar Learning Strategy Inventory in an Arabic Context

This study attempts to replicate Pawlak’s (2018) Grammar Learning Strategy Inventory (GLSI). It explores the use of GLSI by Saudi students of English as a Foreign Language (EFL) in their college preparation year. The re-emergence of GLSI after a long period of neglect is a significant development in Language Learning Strategies. Consequently, due to the shortage of GLSI studies in Arab countries, this study was conducted. Participants were assessed using the GLSI with its four categories of metacognitive, cognitive, affective, and social strategies. 419 EFL students participated in this study. The findings generally showed a high use of grammar strategies in all four categories of GLSI among EFL learners. As a result, a strong, positive, and significant correlation was found between all the categories of strategies. Furthermore, students’ Grade Point Average (GPA) did not appear to affect their use of GLS.

Vocabulary Learning Strategies and Vocabulary Mastery by Indonesian EFL Learners

This research aimed at unpacking the types of vocabulary learning strategies (VLS), the intensity of use, and their relationship with vocabulary mastery of Indonesian EFL learners. As many as 180 English education department students from three universities in East Java, Indonesia, participated in the study. They were assigned to fill in a 50-item vocabulary learning strategy inventory and a 50-item vocabulary mastery test. The data were analyzed using Principle Component Analysis (PCA) to discern the categories of vocabulary learning strategies. In addition, descriptive and correlational analyses were also employed. The study revealed six categories of vocabulary learning strategies, including cognitive, metacognitive, determination, memory, encoding, and activation strategies, showcasing 63.5% of vocabulary learning strategy variances. In general, the students applied vocabulary learning strategies at a moderate level, with metacognitive and encoding strategies being used the most and cognitive strategies being used the least. The study also unpacked that the six categories of strategies were significant predictors of vocabulary mastery (F=4.391, p<.000), with metacognitive strategies being the best predictor. These findings suggest that overt training on how to make use of vocabulary learning strategies is required for Indonesian EFL learners.

Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context

This study aimed to validate the 70-item Grammar Learning Strategy Inventory (GLSI), originally developed in Poland, in the Iranian English as a foreign language (EFL) context. A heterogeneous sample of 605 Iranian EFL university students completed the GLSI. Results of exploratory and confirmatory factor analyses revealed a seven-factor model, allowing for the construction of a reduced version of the GLSI including 36 items. The underlying structure of grammar learning strategy (GLS) use corresponded to the classification that served as a basis for the GLSI. Thus, the division into metacognitive, social, affective, and cognitive GLS, the latter of which are further subdivided into focus-on-form GLS, explicit knowledge GLS, implicit knowledge GLS, and corrective feedback GLS, is conceptually valid in the Iranian context. However, the drastic reduction in the number of items might indicate that the actual nature of learning L2 grammar in the Iranian context might be different and that the GLSI may have failed to capture some GLS that Iranian students may draw upon. More research, preferably such that would combine quantitative and qualitative methodologies, seems indispensable for developing a research tool that can be more reflective of the specificity of GLS use in the context under investigation.

Improving EFL Preparatory Stage Pupils’ Reading Comprehension Skills through a Web-Based Self Regulated Learning Strategies Program

The research aimed at investigating the effect of a web-based self regulated learning strategies program to improve EFL preparatory stage pupils’ reading skills. The participants of the research were sixty (60) second year preparatory pupils from Riyadh Elsalheen Private School, Mansoura, Al Dakahlia Governorate, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) taught through the suggested program and a control (n= 30) taught through the regular method. To collect data, the researcher used multiple instruments: an EFL reading skills test and self-regulated learning strategies inventory. The results of the research revealed that the experimental group outperformed the control group in the reading skills. The research recommends using web-based self-regulated learning strategies as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.

A Web-Based Self Regulated Learning Strategies Program to Improve EFL Preparatory Stage Pupils’ Speaking Skills

The research aimed at investigating the effect of a web-based self regulated learning strategies program to improve EFL preparatory stage pupils’ speaking skills. The participants of the research were sixty (60) second year preparatory pupils from Riyadh Elsalheen Private School, Mansoura, Al Dakahlia Governorate, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) taught through the suggested program and a control (n= 30) taught through the regular method. To collect data, the researcher used multiple instruments: an EFL speaking skills test, a speaking skills rubric and self-regulated learning strategies inventory. The results of the research revealed that the experimental group outperformed the control group in the speaking skills. The research recommends using web-based self-regulated learning strategies as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.

Actualizing Learning English Grammar Strategy Using New Inventory for University Students

Learning grammar strategies have been explored by students and teachers. Moreover, research on this issue has been done by several researchers. However, new inventory to measure learning English grammar strategy has been developed and not implemented to identify students’ learning strategy. Thus, the present study aimed to implement and identify the students’ English learning grammar strategy by using new inventory. Besides, this study also wanted to know the challenges of students in implementing those strategies. This study used Mixed method with sequential explanatory. The participants of this research were 30 students of English Language Department in one of the universities in Bengkulu. The instrument of this study used questionnaire of Grammar Learning Strategy Inventory (GLSI) and the interview guideline. Those instruments have been validated by two expert judgments and tried out to another class. The quantitative data were analysed by using simple statistic calculation and using percentage for every learning strategy type. However, the qualitative data analysis comprised several steps namely data collection, data condensation, data display, and conclusion. The result shows that students used all strategies in learning grammar, but the dominant one is cognitive strategy, while the least one is social strategy. The challenges in implementing learning strategy or in learning grammar were poor knowledge of grammar, ineffective time management, less group work, and less sociable because of Covid-19.

A mixed methods approach to exploring grammar learning strategies in self-regulation task phases: Evidence from grounded theory and regression analysis

While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three stages of classroom grammar tasks, while striving to determine the sequence of GLS and their contribution to grammar proficiency. In the qualitative phase, 13 participants partook in stimulated recall and semi-structured interviews after completing consciousness-raising (CR) tasks. Then, the grounded theory (GT) methodology was applied to conceptualize a theoretical model. For the quantitative phase, a modified version of Pawlak’s Grammar Learning Strategy Inventory and a grammar proficiency test were administered to 249 participants. The theoretical model of GT indicated that learners set goals and expected an outcome in the ‘forethought’ phase. Then, they employed strategies to pay attention to the form or meaning of the grammatical feature. Learners also attempted self-instruction by using facilitators in the ‘performance’ phase. Furthermore, their self-evaluation played an essential role in the ‘self-reflection’ phase. The results also indicated an interplay between the forethought and self-reflection phases, whereas the interaction between the performance phase and the other two phases appeared to be unidirectional. Additionally, it was revealed that GLS in the forethought and self-reflection phases as well as ‘total grammar strategy use’ significantly predicted grammar proficiency. The findings will serve classroom pedagogy via contributing to the body of knowledge about strategy instruction in general and GLS in particular.

Strategies used in learning Chinese vocabulary by adolescent Mandarin-Korean bilinguals in Korea

ABSTRACT This present study investigated the Chinese vocabulary learning strategies of adolescent learners of Mandarin at two heritage language (HL) schools in Korea. A total of 450 participants from two secondary schools completed the Vocabulary Learning Strategy Inventory (VLSI). The quantitative analysis of the questionnaires was conducted through exploratory factor analysis and multivariate analysis of variance (MANOVA) in order to explore the Chinese vocabulary learning strategies and learner variables. The results found that ethnicity made no statistical differences in the four VLSI factors, but students’ gender, home language use, Chinese proficiency, and nationality caused statistical differences in vocabulary learning strategies. This study can contribute to re-developing the VLSI for traditional character learning and the Sinographosphere context. The findings shed light on how individual learner differences relate to Chinese vocabulary learning strategies, which yields pedagogical implications.

LANGUAGE LEARNING STRATEGIES AND SELF-REGULATION SKILLS OF UNIVERSITY PREPARATORY SCHOOL AND PRIVATE LANGUAGE COURSE STUDENTS

This research aims to examine the use of language learning strategies and self-regulatory learning skills of university preparatory class and private English language course students according to their school type, gender, proficiency level, graduated high school type, and age. 293 learners from Adnan Menders University, School of Foreign Languages, and 129 learners from private language schools in Aydın (a total of 422 learners) composed of the research sample. Language Learning Strategies Inventory, which was developed by Oxford (1990) and adapted to Turkish by Cesur and Fer (2007), and self-regulated learning scale developed by Turan (2009) were used to identify the use of language strategies and self-regulated learning skills of learners. Confirmatory factor analysis was carried out for Language Learning Strategies Inventory and for Self-regulated Learning Scale both explanatory and confirmatory factor analysis were carried out by researchers. According to the results of the research, it was found that learners had a medium level use of language learning strategies and self-regulation skills. It was determined that the use of language learning strategies and self-regulation skills of private language course students are higher than those of preparatory class learners. It was also found that there was a positive, high-level correlation between the language learning strategies and self-regulation skills of the learners.

Language Learning Styles and Writing Strategies as Predictors of Writing Anxiety among Iranian EFL Learners

The main aim of this study was to see if a significant relationship existed among Iranian EFL learners’ Learning Styles, Writing Strategies and Writing Anxiety. To this effect, 183 EFL learners studying English in three language institutes from the upper intermediate and advanced proficiency levels were selected based on convenient nonrandom sampling procedure. They completed the Kolb Learning Style (KLS), the Inventory of Learning Strategies for writing (ILS) and the Foreign Language Writing Anxiety Scale (FLWAS) self-report questionnaires. However, after the initial screening, 21 cases were discarded as their answers were incomplete, leaving 162 participants in the final sample. The relationship among EFL learners learning styles, writing strategies and writing anxiety were analyzed using the Spearman rank order coefficient of correlation. Since, the results indicated statistically significant relationships among them, multiple regression analyses were run to see if significant predictors of EFL learners’ writing anxiety could be identified. Interestingly, the analyses showed that pragmatist learning style made the strongest statistically significant unique contribution to predict writing anxiety while activist learning style failed to make such a significant contribution. To clarify, the negative relationship suggests that the more pragmatic the preferred learning style is, the lower the writing anxiety. Furthermore, only memory writing strategy made a statistically significant unique contribution to predicting writing anxiety while the other five writing strategies did not. To explain further, their positive relationship implies that learners who apply memory strategies more, face higher levels of writing anxiety. Thus, this study identified learners’ pragmatist learning style and memory writing strategy as significant predictors of writing anxiety in the EFL context. As a result, not only does this study provide statistical evidence of the relationship among these variables but it also stresses the importance of EFL learners’ language learning styles and writing strategies to their writing anxiety.

A Cross-Cultural Comparison of Study Skills and Learning Strategies Between Saudi and American Students

Study skills and learning strategies are essential in organizing and facilitating learning for academic purposes. Meanwhile, differences in the use of these skills among students coming from distinct cultures are usually based on stereotypes and prejudices.This paper examined the study skills and learning strategies of 236 university students coming from two universities in Saudi Arabia and in the USA by means of the Study and Learning Strategies Inventory (LASSI), a follow up interview and a study diary. To investigate differences in study skills and learning strategies’ use among university students, origin, as Saudi or American, was taken as the independent variable in this study. Results revealed that American students employ study skills and learning strategies other than those used by Saudi students when it comes to the cognitive skills. However, as far as the affective skills are concerned, both groups had difficulties. Such a finding suggests the possibility that study skills’ use varies across cultures. The results of this study could be implemented, first, in raising the awareness of students, teachers, policy makers and counselors about the role of culture in study skills and learning strategies’ use and second in offering training and counseling for incoming foreign university students.

Yabancı dil öğrenim stratejileri ile öz yeterlik algıları arasındaki ilişkilerin incelenmesi

Bu araştırmada yabancı dil öğrenim stratejileri ve öz yeterlik algıları arasındaki ilişkiler ve bunların çeşitli bağımsız değişkenler açısından incelenmesi hedeflenmiştir. Araştırma ilişkisel tarama yöntemine göre yürütülmüştür. Araştırmanın örneklemini Türkiye’de Kırıkkale, Bayburt ve Gazi üniversitelerinde yabancı dil alanında öğrenim gören öğrenciler oluşturmaktadır. Veri toplama aracı olarak İngilizce Öz Yeterlik Ölçeği ve Dil Öğrenimi Strateji Envanterinden yararlanılmıştır. Verilerinin değerlendirilmesinde bağımsız gruplar t testi, tek yönlü varyans analizi, etki büyüklüğü, pearson korelasyon analizi ve regresyon analizinden yararlanılmıştır. Araştırma sonucunda yabancı dil öğrenim stratejileri ve öz yeterlik algıları arasında pozitif yönde ve anlamlı düzeyde ilişki olduğu belirlenmiştir. Yabancı dil öğreniminde öz yeterliği ve dil öğrenme stratejilerini etkileyen farklı değişkenler üzerinde araştırmaların yapılmasına ihtiyaç vardır. Ayrıca alanyazında yapılan çalışmaların çoğu öğrencilerle yapılmış olup yabancı dil eğitmenleri ile benzer çalışmalar yapılabilir.

LANGUAGE LEARNING STRATEGIES FROM THE PERSPECTIVE OF UNDERGRADUATES IN A PRIVATE ENGINEERING TECHNOLOGY UNIVERSITY IN JOHOR

Language learning strategies play a prominent role in second language learning as the information on students’ preferred learning strategies may guide lecturers to select suitable teaching and learning activities. Hence, the objective of this study is to find out preferred language learning strategies employed by the students of engineering technology at UniKL MITEC, a private university in Johor Bahru offering engineering technology programs. A total of 146 students involved in this study and they were from semester 2 and semester 3 students enrolling in an English subject. Nevertheless, the respondents from semester 1 were not involved in this study since they were very new to the environment at the university. In order to determine students’ preferred language learning strategies, Strategy Inventory of Learning Strategies (SILL) was employed. The questionnaire which consists of 50 items was provided in bilingual to ensure the clarity of every statement and to ensure the respondents to answer the questionnaire sincerely without guessing the meaning of certain words or statements. For data analysis, the findings were analysed statistically according to mean and standard deviation. Based on the analysis, it was found that the most preferred learning strategy is metacognitive strategies, followed by cognitive and compensation strategies, while the least preferred strategy is affective strategy. Thus, it shows that the engineering technology students employed less memory strategy. They prefer to manage their learning by making proper planning, monitoring and evaluating their learning. Thus, based on the findings of this study, lecturers are able to determine suitable activities which are more towards metacognitive strategies and followed by other strategies as to ensure the student will be exposed to various strategies.

Grammar Learning Strategy Inventory (GLSI): Another look

Despite all the progress that has been made in research on language learning strategies since the publication of Rubin’s (1975) seminal paper on good language learners, there are areas that have been neglected by strategy experts. Perhaps the most blatant manifestation of this neglect is the paucity of research into grammar learning strategies (GLS). The main premise of this paper is that for such research to gain momentum, it is to necessary to create valid and reliable data collection instruments that would enable tapping the use of different types of GLS. In line with this reasoning, the article reports a study that aimed to determine the psychometric properties of the Grammar Learning Strategy Inventory (GLSI), a tool constructed by Pawlak (2009b, 2013) on the basis of his classification of strategies for learning grammar in a second or foreign language. Exploratory factor analysis was also employed with the purpose of uncovering the underlying structure of strategic learning of grammar. The analysis provided evidence for largely satisfactory validity and reliability of the GLSI, indicating at the same time there is room for improvement, with concrete changes being possible after the instrument has been tested with a much larger sample.

Estrategias de aprendizaje de los estudiantes de enseñanza media de establecimientos educacionales municipales de la provincia de Talca

Understanding that students learn according to age, academic performance, self-esteem and motivation plays an important role in the field of the study of learning strategies in educational psychology, however, understanding such strategies is expressed through the geographical conditions or through the type of education, has been relatively addressed. The objective of the present study is to describe the learning strategies of third year students in public schools from the province of Talca according to geographical area (urbanrural) and type of education (technical, polytechnic or scientific humanist). This quantitative study consists of a descriptive transversal design. The sample consisted of 13 public schools with 362 students, 10 schools from the urban area (n=285) and 3 schools (n=79). Ronald Schmeck’s Inventory of Learning Strategies was applied in addition to measuring variables such as gender, learning type, and the school’s geographical location. The results indicate that an evident difference in learning strategies for each of the variables exist. Regarding gender, significant differences manifests themselves in elaborate processing strategies and methodical study, with the female group being the one that made a greater difference in both strategies. In relation to the geographical area, (rural-urban) differences exist regarding the methodical study strategy; showing greater tendency to use this strategy in the rural group. In conclusion, generating background that can contribute to help and facilitate the search for new educational tactics that facilitate the assimilation of the curriculum in accordance with strategies for students in high school, according to their geographical, cultural and educational contexts.

Extrovert versus Introvert Students: What EFL Learning Strategy do They Use?

<em>Since Indonesian students come from different cultures, languages and personality traits as well, recognizing their personality traits and their language learning strategy choice might be effective to help teacher design an effective teaching strategies to achieve learning objectives. This study was intended to find out (1) what personality traits Indonesian senior high school students fell into, and (2) to investigate what language learning strategies introvert and extrovert students used highly frequently. The 58 participants aged from sixteen to eighteen years old who were from the third grade of senior high school and were all from science class were given eighteen statements of McCroskey’s introversion scale to categorize them into extrovert and introvert and were administered with 32 statements of English Language Learning Strategy Inventory or ELLSI to see their learning strategy. The data were analyzed by means of descriptive statistics in terms of mean frequencies and statistical differences. The finding revealed that majority of senior high school students majoring science study program fell into introvert with 89.6% (52 students). Besides, extrovert students used more language learning strategy highly frequently than introvert students with eight items compared to introvert students with only five items. Interestingly, both extrovert and introvert students share four strategy items in common. Although it is statistically not significant (ρ > 0.05), the finding also shows that extrovert students seemed to use affective strategy more than introverts who used memory strategy highly frequently.</em>

Teaching practices and learning strategies in health careers

Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers’ ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.

A Canadian Investigation of the Psychometric Properties of the Student Motivation and Learning Strategies Inventory

The psychometric properties of the Student Motivation and Learning Strategies Inventory (SMALSI) were examined using a sample of 404 Grade 6 students from an urban Canadian school system. Students completed the SMALSI and school factors included final school grades, attendance records, and language arts, mathematics, science, and social studies results from Provincial Achievement Tests (PATs). Confirmatory factor analysis of SMALSI demonstrated less than adequate fit for each individual SMALSI factor though with some covariance of similar items, the model fit approached acceptable limits for most factors. Results generally confirmed that the SMALSI subscales were significantly related to all of the achievement variables including PAT results and final school grades. Structural equation modeling demonstrated that writing and research skills, test-taking skills, low motivation, and test anxiety all contributed to the prediction of PAT results. Test anxiety was a significant predictor of achievement across all subject areas. Canadian Grade 6 students demonstrated lower motivation, less test anxiety, and fewer attention problems but were otherwise comparable with the U.S. sample. Results provide convergent evidence supporting the psychometric properties of the SMALSI with a Canadian sample; however, there is some room to improve the overall model fit in subsequent revisions of this measure.