Use Of Language Learning Strategies Research Articles

Understanding challenges, investment, and strategic language use of postgraduate students in an English-medium university in Kazakhstan

ABSTRACT This qualitative study documents six postgraduate Kazakh students’ challenges, language learning strategies (LLSs), and future vision while studying at a highly selective English medium instruction (EMI) university in Kazakhstan. It also aims to capture the influence of the participants’ past English learning experiences and contextual factors on their LLS deployment. The study found that all participants exhibited greater agency, using a host of appropriate LLSs to complete their master’s programmes successfully. However, the two participants who studied in schools for the gifted encountered fewer challenges than the other participants from mainstream schools after joining the EMI university. The former exercising their agency and their positive previous English language learning experiences enabled them to use diverse voluntary strategies to accomplish both personal and national goals. This study reveals how educational policy and distribution of enabling language learning resources in similar contexts can affect individuals’ LLS choices and use, and their identity improvement.

The Use of Indirect Language Learning Strategies for The First Language Users at Lhokseumawe State Polytechnic

This research has a purpose to the use of Indirect language learning strategies for the first language users at Lhokseumawe State Polytechnic. The sample of this study were 100 students of Lokseumawe state polytechnic students . The questioners were spread out to the sample and asked them to answer 27 items related to indirect language learning strategies. This study shows that the use of regional languages and national learning strategies at home have different learning strategies. This study found that most of students chose 3 mean sub- dimension of indirect language learning strategies, however metacognitive strategies were dominantly used by the first language use at home. Respondents who use regional languages at home prefer 3 metacognitive strategies namely M5 with an average score of 4.31, M6 with an average score of 4.22 and M3 with an average score of 4.04. They use 2 dominant affective strategies namely A1 with a mean score of4.29 and A2 with a mean score of4.04. however regional language user only choose 1 dominant social strategies S1 with a mean score While respondents who use the national language at home only choose 1 for Each sub dimensions, they 1 for namely M5 with a mean score of 4.10, A1 with a mean score of 4.02 and S1 with a mean score of 4.22. Therefore It can be concluded that regional language users use considerable indirect language learning strategies compared to the national language users. 

Distance Students’ Language Learning Strategies in Asynchronous and Synchronous Environments

Although there are many studies on distance students’ language learning strategies (LLS) use, very little is known about what distinguishes LLS use between synchronous and asynchronous environments. This preliminary mixed-methods research helps to fill this gap by investigating distance students’ LLS use in these two environments. The picture of LLS use that emerged from the data collected has clearly demonstrated that the participants’ use of LLS and technologies was environment-dependent. Our findings suggest that, although the participants were able to use a wide repertoire of LLS and technological tools to facilitate their independent and collaborative learning, the efficacy of their efforts could be further improved by practicing LLS consciously and systematically. We therefore recommend environment-dependent LLS training and the integration of such training into curricular design, in order to empower learners to take more responsibility in online language learning.

A Comparative Study of Language Learning Strategies Use Between High and Low EFL College Achievers

Language learning strategy (LLS) not only benefits adults’ cognitive and thinking development but also is important for developing students’ independent learning skills and hence plays a significant role in college English learning. The study attempted to investigate the differences and similarities of LLS use and preference between high achievers and low EFL college achievers. The study employed a quantitative method in that 518 college participants are selected to engage in the Strategy Inventory for Language Learning (SILL) questionnaire. The statistic analysis was employed to the six dominions: memory, cognitive, compensation, metacognitive, affective and social strategies. The results indicated that the preference of high and low EFL college achievers using LLS is basically similar. The level of high achievers using LLS was higher than that of low EFL college achievers. The study revealed the respective characteristics of the research population and made a useful attempt in the field of research on LLS of high achievers and low EFL college achievers. Further research may involve hidden influence factors of LLS use between the high and low achievers.

Use of English Language Learning Strategies in an Online Setting among High School Learners in Cameroon

Learning and acquiring English requires time, effort and commitment, under the best of circumstances. This language acquisition must go through stages. For speakers of other languages, especially those in secondary and high school, there is usually not enough time. In the context on online learning, the difficulties and challenges encountered by these learners are sometimes insurmountable. These learners need strategies and structure. This paper investigated the English language learning strategies that high school ESL learners use during online instructions and interactions. The respondents are secondary students at Government Bilingual High School, Santchou, a rural commune in Cameroon. During the Covid-19 pandemic, schools transitioned to online teaching. One hundred and eight (108) respondents completed a strategy inventory for language learning (SILL) questionnaire. The research used both quantitative and qualitative analyses. Analysis of the data collected shows that there is no significant difference in the use of English language learning strategies of the respondents in an online setting when grouped according to profile variables. In an online setting and studying on their own, the respondents rely on memory, cognitive, meta-cognitive, affective, and social and compensation strategies to various effects. The overall mean is 3.35. Compensation Strategies and Meta-cognitive Strategies are highly used, at 3.48 and 3.44 respectively. The least used were Social Strategies. The researcher concludes that there is a relationship between second language learning and acquisition and strategy inventory for language learning. The study hopes to improve English language curriculum, instruction, and teaching methods in an online setting. There should be a conscious effort to integrate learning strategies consistently during daily instructions. Future research should focus on online English language learning that integrates language-learning strategies.

Language Learning Strategies and Grammatical Competence of the English-Major Students in Zamboanga del Norte HEIs

Language learning requires strategies that increase our competence in communication. This study identified the language learning strategies and the grammatical competency level of the Bachelor of Secondary Education (BSED) English major students at Jose Rizal Memorial State University (JRMSU), School Year 2017-2018. This research is mixed methods since it determined the language learning strategies mostly used by the students and identified the grammatical competency level of the respondents. The researcher triangulated the data from the survey using the focus group discussion through semi-structured interviews. It further examined whether there is a significant relationship between language learning strategies and the grammatical competence level of the BSED-English. The respondents of this study were the 138-3rd year BSED-English major students of JRMSU chosen through simple random sampling by the lottery technique. The students took the Strategy Inventory of Language Learning (SILL) survey questionnaire, developed by Oxford (1990), and the grammatical competence test. Twelve students from the group participated in the focus group discussion. The data were checked, tallied, and analyzed utilizing the weighted mean, ranking, and percentage. The researcher employed Spearman's Rho test to find the relationship between language learning strategies and grammatical competency levels. She then transcribed and coded the data from the focus group discussion. The results of this study showed that language learning strategies usually used by the BSED-English major students were metacognitive, social, cognitive, affective, and compensation strategies. In addition, it showed that the overall grammatical competence level of the students is competent, which revealed their higher competence level in word formation and syntax but less competence in spelling, pronunciation, and vocabulary. The results showed a significant relationship between language learning strategy use and grammatical competence level, indicating that the more language learning strategies are mostly used by the students, the higher their grammatical competence level.

Plurilingual Chinese learners of French Lx: agentic assembling of semiotic resources for learning

Abstract This paper reports an interview study with Chinese international students in an Anglophone university in Quebec, Canada, exploring their use of language and cross-language learning strategies to support their learning of French Lx (third language and beyond). Drawing on plurilingualism, Dynamic Model of Multilingualism, and language learning strategies, this article examines how Chinese learners made dynamic, creative, and, at times, unexpected links among Chinese and other additional languages and mobilized previous learning and professional experience to strategically enhance their French language learning. As a logographic language, Chinese is typologically distant from Latin-based languages. The focal participants, however, generated multilingual, multidirectional, and multimodal connections among the languages they knew. Their agentic assemblage of communicative repertoires for language learning contests the abyssal thinking behind the deficit-oriented label of “allophones” (those whose mother tongue is neither French nor English) that is used widely in the country. The study urges teachers and researchers to rethink language pedagogies that respond to and take full advantage of these student-directed strategies for better learning. Particularly, the paper argues for greater attention to students of non-alphabetic language backgrounds to recognize and co-learn with them about these self-initiated plurilingual strategies in order to build on their metalinguistic resources and create equitable classroom spaces for more effective teaching and learning.

An Investigation of Language Learning Strategies Used by Undergraduattes: Are there Relationship Acorss Variables

Language learners can learn the target language more easily with the help of language learning strategies, which are specific activities, behaviours, tactics, or approaches. It goes without saying that all language learners employ language learning techniques during the learning process. Investigating learning methods for learning Japanese as a foreign language is the goal of this quantitative study. The poll received responses from 107 people who were chosen at random. The tool employed is a survey that was duplicated by Wenden and Rubin (1987), who investigated language learners' learning processes. They looked into three primary strategies: resource management, metacognitive self-regulation, and cognitive components. This survey contains four sections and a 5-likert scale. According to table 1, section A of the demographic profile contains 2 components. 19 entries in Section B deal with cognitive aspects. Part D features 11 items on resource management, and Section C has 11 items on metacognitive self-regulation. The link between the three techniques is also investigated in this study. The results showed that resource management, metacognitive self-regulation, and cognitive components have a strong positive association. The strong connections between strategies and the use of language learning strategies highlight the important roles that these factors play in the Malaysian setting. Because of this, a teacher has a responsibility to concentrate on how pupils employ language learning strategies and how to control them in order to enhance learning outcomes.

Language learning strategies and learning engagement as predictors of language learning achievement: an investigation of Saudi EFL learners

PurposeGrounded in second-language acquisition (SLA) field, with a particular focus on the positive psychology (PP) theoretical perspective, this study examined the potential interplay between learning engagement (LE) and language learning strategies (LLSs), and their impact on language learning achievement of Saudi English as a foreign language (EFL) learners.Design/methodology/approachThis quantitative study adopted a cross-sectional design using an online questionnaire distributed to 168 Saudi EFL college-level students in Saudi Arabia. Various statistical analyses (descriptive analyses, correlations and simple linear regression) were used.FindingsThe findings revealed that the most frequently LLSs used were metacognitive, followed by compensation, cognitive, affective, social and memory strategies. High levels of behavioral, followed by cognitive, emotional and agentic, engagement were reported. There was a significant and positive correlation between LLS and LE. LLS use and LE were significant predictors of language learning achievement.Originality/valueThe findings contribute to the domain of second language (L2) educational research and SLA field by emphasizing the importance of researching positive psychological factors such as engagement in relation to individual learners' learning strategies and styles to enhance learners' language learning achievement. A number of pedagogical implications for policymakers, educational stakeholders and foreign language teachers were provided.

Analysis of the Brain Dominance and Language Learning Strategy Used by University EFL Learners

This study examined (1) the brain dominance pattern and language learning approaches, (2) the role of brain dominance toward each category of language learning strategies, (3) whether there was a significant difference, and (4) the effect. The participants in this study were 99 students in Universitas Veteran Bangun Nusantara by random sampling. Language Learning and Brain Dominance Questionnaires collected data. The brain dominance score and language learning strategies score were calculated and analyzed by analysis of variance to investigate any difference between brain dominance and learning strategies. The result: (1). The highest mean students’ language learning strategies use was cognitive strategies (2) Each language learning strategy category differed significantly between left, whole, and right-brained students. (3) Left-brain and whole-brain effects on student language learning strategies were the same. (4). Students' learning tactics vary by brain type.

The effects of cultural and educational background on students’ use of language learning strategies in CFL learning

Abstract This study investigated the use of language learning strategies (LLS) by Australian students and East Asian students in Chinese as a foreign language (CFL) learning, and then interpreted the findings from cultural and educational perspectives. Using a questionnaire and semi-structure interview, the researchers found that there were significant differences in strategy use between Australian students and East Asian students. The East Asian students employed more learning strategies associated with working hard and perseverance, whereas the Australian students used more learning strategies related to self-realization. Meanwhile, the strategies used more frequently by the East Asian students were relevant to high acceptance of power and authority, but the strategies used more often by the Australian students were associated with low acceptance of power and authority. Finally, the traditional teaching methods used in East Asian countries resulted in the students’ use of learning strategies concerning analysis of grammatical rules and linguistic details, but the communicative approach employed in Australia helped the students use the strategies leading to improvement of communicative competence and understanding of overall meaning in a text. A deep analysis of these findings shows that the disparities in students’ strategy use could be linked to some cultural and educational factors.

An Investigation of Language Learning Strategies Used by Female Saudi EFL College Students

Although language learning strategies (LLSs) received considerable amount of attention since 1970s, limited studies have focused on the use of LLSs by ESL students especially EFL students. In order for educators to gain insight into students approach to language learning through the use of LLSs, further research should be conducted about the use of LLSs within various contexts. The current study aims primarily to investigate the LLSs used by Saudi EFL female college students in Riyadh, Saudi Arabia, and secondly to assess whether any difference exists in terms of LLSs used among students from different universities and university levels. The Strategy Inventory Language Learning (SILL) questionnaire by Oxford (1990b) was used as a research instrument to collect data since it was initially designed to elicit information about LLSs employed by ESL/EFL students. In this study, an adapted version of SILL was used to elicit information about the strategy employed by 145 female Saudi EFL students at three universities. The results showed that the students were in general medium to high users of strategies. The most common strategy was the metacognitive strategy, whereas the least common were the affective and memory strategies. There were no significant differences between LLSs and university levels. The results reflect the students’ awareness to manage their own learning since metacognitive strategies refer to learning language through planning, organizing, monitoring and evaluating (Oxford, 1990b). In addition, the low use of affective strategies is likely to be due to fear of making mistakes and being uncomfortable when using English.

EXPLORING UNIVERSITY STUDENTS’ USE OF ONLINE LANGUAGE LEARNING STRATEGIES FOR ENGLISH AUTONOMOUS LEARNING

This research focused on the use of online language learning strategies (OLLS) by Chinese students from Yuxi Normal University in Yunnan, China. A mixed-method sequential exploration design was used as a research method. A questionnaire survey composed of five dimensions with 30 items and a semi-structured interview were used as instruments. This study was supported by three research objectives: RO1: to identify the online language learning strategies preferred by Chinese university students in online English courses. RO2: to investigate Chinese university students’ use of online language learning strategies to develop English autonomous learning and RO3: to identify the advantages and disadvantages of online language learning strategies used by Chinese university students for developing their English autonomous learning. The findings of RO1 showed that the students' preference for OLLS was neutral. Affective and management strategies were preferred, but few social strategies were used. RO2 showed that for learner autonomy, the students used mainly effective strategies for recognizing goals, cooperating, planning, and structuring knowledge and less on dealing with feelings and motivation. Also, students used most types of OLLS in choosing materials and managing their learning. However, they only used one type of OLLS that dealt with their emotions or feelings. The RO3, however, suggested there were advantages and disadvantages in using OLLS as other students found OLLS distracting, and instead of acquiring knowledge holistically, this becomes a tool for just accomplishing a certain task.

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.

Libyan University Students’ Language Learning Strategy Use and Their Language Achievement

A common phenomenon of continuous innovations in the field of ESL or EFL is learner-centred education. One of these innovations increasingly catching the attention of researchers is Language learning strategies. However, as researchers carry out studies in this area, and as the pool of diverse findings rises, further gaps are opened, calling for research interventions. This is basically because of the broad nature of Language Learning Strategies (LLSs) with their context-mediated influences. On this background, the present research intended to investigate the extent of relationships between LLSs and university students’ achievement in Libya. The population of the study included 571 students from the Department of English at the Faculty of Arts and the Faculty of Education, and from all the departments of the Faculty of Medical Technology. 309 subjects were randomly selected from the population. The instrument of data collection was the SILL (strategy inventory for language learning, adopted from Oxford (1989). Data analysis was done using t-tests. The findings revealed that memory strategy and cognitive strategy both have significant impacts on the foreign language achievement of the learners, while the use of compensation, metacognitive, affective, and social strategies do not significantly impact the achievement of EFL learners.

Student Use of Language Learning Strategies in Second/Foreign Language (L2) Learning—Chinese English Majors as an Example

Student Use of Language Learning Strategies in Second/Foreign Language (L2) Learning—Chinese English Majors as an Example

Gender-Based Differences in English Language Learning Strategies Among Vietnamese EFL High School Students

In this era of globalization, English literacy is always at the forefront of our minds. English competence is significantly associated with the use of language learning strategies (Griffiths & Oxford, 2014; Pawlak, 2021). Nevertheless, a number of characteristics, including gender, influence the choice of language-learning strategies (Oxford, 1989). The purpose of the present study was to determine (1) the extent to which high school students apply specific language learning strategies and (2) whether there is a difference between the language learning strategies employed by male and female students. As data collection instruments, questionnaires based on Oxford's (1990) Strategy Inventory for Language Learning (SILL) questionnaire were used. 321 Vietnamese high school students in grades 10 through 12 from the Mekong Delta participated in the study. The results demonstrated that, among the many types of learning methods, the students engaged metacognitive strategies most frequently, while affective strategies were applied the least. In addition, the data revealed how gender influences the choosing of language learning strategies by students. Accordingly, recommendations for increasing teaching and learning practices were provided, adding to the success of both the teaching and learning activities of teachers and students.

The Relationship between Learner Autonomy and Language Learning Strategies among English for Medical Purposes (EMP) Students in Turkey

The purpose of this research was to find out the level of learner autonomy, the use of language learning strategies and examine the relationship between them in the English for Medical Purposes (EMP) program in Turkey. The study also aimed to shed light on EMP learners’ and their instructors’ perceptions regarding ESP instruction. In this mixed-method study, the data were collected from two questionnaires applied to gather information on the level of learner autonomy, and the frequency of the use of learning strategies; a placement test administered at the very beginning of the semester, and semi-structured interviews conducted with the participating learners and their instructors. The findings revealed that the students were moderately autonomous. Social and metacognitive learning strategies were most frequently used by the participants. Additionally, there was a varied relationship between learner autonomy and the use of learning strategies. However, no significant correlation was found in their proficiency level. Finally, both EMP students and their instructors shared positive perceptions of ESP instruction.

The relationship between language learning strategies, affective factors and language proficiency

AbstractStudents with a mother tongue other than English often struggle with the demands of an academic programme at tertiary institutions where the medium of instruction is English. If their English language proficiency is inadequate, it may hamper their academic progress. Students feel that their command of English is unsatisfactory, and this causes tension and anxiety. This influences their motivation, self-confidence, self-image, and self-efficacy and serves as an affective filter which prevents comprehensible input necessary for successful learning. Therefore, a study amongst first-year university students was carried out to establish the relationship between language learning strategies, affective factors, and language proficiency. The aim was to find a connection between these three elements and to see whether they have an impact on each other. A combination of Krashen’s Affective Filter Hypothesis and the Comprehensible Input Hypothesis was used as the theoretical framework for this study. The data were collected using a quantitative and qualitative method, a language proficiency test and a questionnaire based on language learning strategies and affective factors. The results show a positive correlation between compensation and affective strategies and language proficiency, which are directly linked to affective factors. It is essential for teachers to be aware of these factors, because they have a huge bearing on second language learning, academic development, and success. The conclusion is that affective factors can either enhance or hinder language proficiency, and that the use of language learning strategies have an influence on the outcome. This study contributes to the field of second language acquisition by creating an awareness of these factors in language 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.