Use Of Language Learning Strategies Research Articles

Analyzing the Mechanism of Language Learning Process by the Use of Language Learning Strategies

Analyzing the Mechanism of Language Learning Process by the Use of Language Learning Strategies

A closer look at Moroccan EFL learners’ use of language learning strategies from a qualitative perspective

This paper explores from a qualitative perspective the use of language learning strategies by Moroccan university EFL science students. Actually, it is part of a larger mixed method design research; however, the focus in this paper is just on the qualitative part so that a deep analysis of the informants’ introspections on their language learning process is provided. The aim of this study is to delve deeply in students’ use of language learning strategies and their motivation for learning English and how it relates to their strategy use. To collect data, 60 university students randomly drawn from six science-oriented majors participated in a semi-structured interview which focused on their motivation and their use of language learning strategies to learn English. Then, the interviews were first categorized in themes to have a clear picture of the informants’ use of the different language learning strategies and the different types of their motivation to learn English, and second these themes were analyzed using the content analysis method. The results demonstrate that students use a variety of language learning strategies in different degrees and they exhibit different types of motivation to learn English. This study yields a number of implications both for pedagogical purposes and for further research.

Male and Female EFL Students' Language Learning Strategies

The study's objectives were to (1) identify language learning strategies used by students in EFL classrooms and (2) distinguish between male and female language learning strategies. The research was carried out at STKIP YPUP Makassar in July 2021. The population of this study was 6th semester students, who comprised the sample class 6.1. Questionnaires were used as the instrument. In this study, the descriptive research method was used to describe the language learning strategies of students in an EFL classroom. The SILL questionnaire (Strategy Inventory for Language Learning) version7.0 was used to collect data. The collected data were analyzed by calculating the students' responses to the questionnaire and categorizing them to a specific level of SILL profile result. This study discovered that (1) the most frequently used language learning strategies by students are social strategies, with a mean score of 3.91, cognitive strategies, with a mean score of 3.79, compensation and affective strategies, with a mean score of 3.68, metacognitive strategies, with a mean score of 3.65, and memory strategies, with a mean score of 3.65. Indirect strategies included metacognitive, affective, and social strategies. The results revealed that direct strategies were frequently used, as evidenced by its mean score, in social strategy. It can be concluded that students prefer indirect strategies to direct strategies when learning a language. (2) There is no statistically significant difference between men and women in their use of language learning strategies. Male students use cognitive strategies more frequently than female students, despite the lack of a statistically significant difference, while female students use social strategies more frequently than male students. Students used a variety of language learning strategies, according to the findings of this study.

EFL Learners’ Use of Language Learning Strategies to Handle Language Anxiety

This study is about the use of language learning strategies by the students of the English Letters department of one of the Islamic Universities in Malang to handle language anxiety to improve their speaking skills. This study aims at discussing the result of some observations and in-depth interviews to two EFL learners using language learning strategies to handle language anxiety to improve their speaking skills. This study applies a descriptive case study involving two EFL learners as the subject of the study. From the study, it is found that EFL learners might experience language anxiety due to several factors/ conditions. It is necessary for the EFL learners to be acquainted more with the use of language learning strategies to handle language anxieties so that they might improve their speaking skills.

Student Learning Strategies in Second Language Acquisition of English: Empirical Study of Private University Student in Pandeglang District

The importance of learning English as a foreign language or second language in the university environment, as it is known that English is a widely spoken language all over the world, however, inefficient learning of English is a tremendous problem for many English departments in the English language. Apart from the linguistic environment, the lack of an effective strategy guide is also one of the main factors causing this problem. To find out whether the use of language learning strategies helps the speaking ability of students in English departments or not, in this study, fifteen students in English departments were surveyed with a questionnaire about learning English and using their strategies. It was found that most students in this private university used metacognitive learning strategies with an index of 3.80, and compensation and affective strategies were used the least with an index of 2.67 while cognitive strategies were used almost frequently but sometimes memory and social strategies were used by students a private university student in English departments in this Pandeglang district. In other words, the use of learning strategies helps students' English skills there. Therefore, to improve students' English, this paper proposes that lecturers systematically guide students in learning strategies.

Impact of University Degree and Professor on the language learning strategies of students

This study aims to search for methodological approaches to obtain validity evidence on the autonomy of foreign language students in Higher Education. This paper questions if university students use Language Learning Strategies (LLS) and if there is a possible relationship between LLS and the variables ‘university degree’ and ‘professor’. The collection of data was conducted using the 7.0 version (ESL/EFL) of the taxonomy of Rebecca Oxford, Strategy Inventory for Language Learning survey; SPSS statistical software was used to organize and analyse data. First, the outcome showed that the students of the analysed disciplines presented an average use of LLS; then, it showed that students favour some strategies over others based on the type of university degree; and finally, it showed that there may be a relationship between the professor and the choice of LLS by the student. This study aims to obtain more empirical evidence of the conditions that allow students to take advantage of education to develop competences in learning a foreign language as well as to emphasize that professors must act by taking the appropriate measures.

Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective.

This paper reports a mixed-methods study that explored the strategy use of a cohort of Chinese as second language learners in mainland China from the perspective of mediation theory. Data sources include a questionnaire survey (N = 189) and a semi-structured interview (N = 12). The findings revealed that the participants orchestrated a repertoire of language learning strategies and frequently used social and meta-cognitive strategies. Analysis of the qualitative data suggested that the participants' strategy use was shaped by the learners' self agentic power (their beliefs and Ideal L2 self), and the socio-cultural environment. Specifically, their strategy use was mediated by a host of socio-cultural factors, including learner beliefs, social agents, cultural artifacts, and learning environment. Considered together, the findings illuminate the socially situated nature of the use of language learning strategy. That is, strategy use of the participants stems from the interplay of learner agency and socio-cultural factors. The findings also imply the necessity of strategy-based instruction and highlight the importance of a Chinese-speaking environment for Chinese learning.

Language Learning Strategies, English proficiency and Online English Instruction Perception during COVID-19 in Peru

The research's main objectives were to develop a longitudinal assessment of students' use of language learning strategies, examine their English proficiency and report their perception of online English instruction during the new normal in Lima-Peru. The sample involved 50 undergraduate students who participated in an online high intermediate English course during 16 weeks. A mix-method research was established based on the sample size and the research questions. For the quantitative part, two comparative groups were evaluated using two instruments which were chosen from the literature review: (a) the Oxford (1990) Strategy Inventory for Language Learning (SILL), and (b) the Oxford placement test which measures English proficiency. The findings revealed that both groups reported both weak and strong language learners, and metacognitive strategies were the highest used among them. Also, the group of students who actively practiced LLS activities not only increased their overall LLS use but also improved their English proficiency. With regard to the qualitative part, a phone call interview design was implemented to 10 participants who generally reported a positive experience in terms of teaching support, feedback quality, participation and class recording availability. © 2021 Eskisehir Osmangazi University. All rights reserved.

A Study of Language Learning Strategies Used by Freshmen of Gedu College of Business Studies

Aim: To study the use of language learning strategies among freshmen of Gedu College of Business Studies.
 Study Design: A cross-sectional survey.
 Methodology: Data were collected through SILL, and they were analyzed by means of descriptive statistics.
 Results: Descriptive statistics revealed meta-cognitive as the most favored strategies while memory strategies were the least preferred ones among the respondents. However, the usage of all six strategies among Bhutanese college students was medium, which means the strategies were sometimes used. The independent t-test revealed statistically insignificant difference between the two groups of genders.
 Conclusion: This study examined the use of LLS among the freshmen of Gedu College of Business Studies. The findings of this study will have implications for learner autonomy and naturalistic exposure to English language. Such experiences are, therefore, expected to assist acquisition of English as a second language and develop learners’ communicative competence.

An Analysis of Relevant Studies on Language Learning Strategies in Teaching Turkish as a Foreign Language

It is clear that language learning strategies play very important roles in the understanding of language learning processes, as well as in the skills students develop in learning a foreign or second language. In this study, studies on language learning strategies in teaching Turkish to foreigners were examined. In this context, content analyses of 24 studies published by 2021 were carried out. While scanning design was used in most of the reviewed studies, the Oxford Language Learning Strategies Scale (1990) was used as a measurement tool. As a result of the studies, it was found that women from foreign students who learn Turkish as a foreign language use language learning strategies more effectively than men, and the use of language learning strategies remains as age increases. As a result of the research, the lecturers were advised to guide students’ language learning strategies and to use their language learning strategies in lessons. Regarding the use of language learning strategies, it has been recommended to researchers at different language levels and to conduct research with larger populations.

Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development

This paper reports on the relationship between language teacher practices and their collaborations with other teachers through professional development. The paper argues that there is a link between the disposition to use evidence-based practices in language teaching, and ongoing reinforcement of such practices through dialogic exchange in professional practice sessions. Furthermore, the paper understands the learning and development of such disposition as a career-long endeavour, first encountered in quality teacher education programs and then continued by committing to ongoing professional development. Survey data were collected from a group of language teachers from various second languages in primary and secondary schools in [state removed], Australia after they had participated in a workshop on language teaching methodology. The teachers reported extensive use of evidence-based language learning strategies in their classrooms. The paper argues that this disposition is grounded in the ongoing commitment of these teachers to stay in dialogic exchange with colleagues during professional development.

Strategies Used to Learn English Among Successful Language Learners

Successful language learners, especially for the second language, are generally recognised for employing different learning strategies. Even so, not so many learning strategies to further improve their listening skills have been discussed. Thus, this study aims to identify and explore the strategies employed by successful learners among the Teaching English as a Second Language (TESL) degree holders who are teaching in various education institutions in Malaysia, primarily on listening skills. The quantitative method was applied in this study. An online survey was conducted with the involvement of 58 participants who are Teaching English as a Second Language (TESL) degree holders teaching in various education institutions in Malaysia. The survey questions were adapted from the Language Learning Strategy Use Survey, developed by Cohen, Oxford & Chi (2002). Findings revealed that most of the respondents; (i)prefer to use media to heighten their exposure to the target language; (ii) form words association with the familiar sound of words in the target language; (iii)pay special attention to specific aspects of the language prior to the conversation; and, (iv)utilized all compensation strategies when they the meaning does not get through. The findings of this study could help teachers to enrich their learning experience not only as educators but also as a good language learner. When it comes to good language learners and language learning strategies, both teachers and learners' roles are mutually dependent and crucial. Teachers should be able to identify the strategies that suit their learners well, and guide them in applying various strategies accordingly. Based on the results, further study could be conducted to identify the suitable activities that would help the learners to improve their listening skills.

The Use of Language Learning Strategies to Acquire Listening Skill Among Year 3 ESL Pupils

The Use of Language Learning Strategies to Acquire Listening Skill Among Year 3 ESL Pupils

LANGUAGE LEARNING STRATEGIES AND ACADEMIC ACHIEVEMENT OF ENGLISH DEPARTMENT STUDENTS

In mastering English, students of English Department need to use language learning strategies while they also should pay attention to their academic achievement. As language learning strategies are relevant to the students’ effort to achieve the high-grade academic achievement, this study aims to determine the relationship between language learning strategies use and the students’ academic achievement indicated by grade point average (GPA). The method used in this research is quantitative research, employing documentation and questionnaires. The sample in this study were 38 students of English Department at one of private universities in Indonesia. From the result of this study, it can be concluded that there is a positive relationship between the language learning strategies use and students’ academic achievement. The pedagogical implications are related to the suggestion for English teachers to introduce and train the English Department students to use language learning strategies to improve their academic achievement.

A Study of the Relationship Between the Use of Grammar Learning Strategies and Student Achievement

The paper is concerned with a study of the relationship between the use of language learning strategies and student achievement. Chastain states that all learners have their learning strategies but only some are successful. It aims to investigate the types of grammar learning strategies that Asian learners use and the differences of using grammar learning strategies between the able learners and the less able learners. The strategy inventory for language learning (SILL) developed by Oxford was used to inquire learners' use of language learning strategies. The findings showed that the able learners and the less able learners showed differences in using grammar learning strategies, and the reasons behind are related to their learning attitudes. In addition, the less able learners found few provided strategies useful whereas the able learners believed that a number of strategies are useful in English learning.

Exploring the Influence of Anxiety on the Use of Language Learning Strategies: A Study at Intermediate Level in Bahawalpur

The objectives of the current study were to examine the overall language learning strategies used by Pakistani intermediate level students, to discover the difference of anxiety level, difference of LLS use of the participants and to find out the interaction of anxiety on the use of LLS. 391 students of intermediate level belonging to Bahawalpur (Pakistan) were the participants of the study. The data collection instruments included Strategy Inventory for language learning (SILL) (Oxford, 1990) and Foreign Language Class Room Anxiety scale (FLCAS) (Horwitz et al. 1986). The reliability of the two instruments was measured via Chronbach's Alpha. Collected data were analyzed through SPSS by applying concerned tests to manage results. Findings reveal a significant influence of anxiety on the use of language learning strategies by intermediate level students of Bahawalpur. Test anxiety, Communication anxiety, and fear of negative evaluation interact with the use of English language learning strategies

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.

Review of Situating language learning strategy use: Present issues and future trends; Editors: Zoe Gavriilidou, Lydia Mitits; Publisher: Multilingual Matters, 2021; ISBN: 9781788926713; Pages: 376

Despite recently going through a sort of a crisis brought about by critical remarks made by eminent scholars (e.g., Dörnyei, 2005) about the raison d’être of the whole research area, the field of language learning/learner strategies (LLSs) is still very much alive and kicking. This is manifested by constant publication of meta-analyses (e.g., Plonsky, 2011), numerous journal articles, including state-of-the-art pieces (e.g., Pawlak, 2019), special issues of journals (e.g., Pawlak & Oxford, 2018) and books (e.g., Oxford, 2017), and the organization of a conference series (Situating Strategy Use [SSU]), all devoted exclusively to LLSs. The book under review here, Situating Language Learning Strategy Use: Present Issues and Future Trends, edited by Zoe Gavriilidou and Lydia Mitits, includes chapters originating in the talks delivered at the Second International Conference on SSU (Komotini, Greece, September 2017).

Speaking For Themselves: The Use of Learning Strategies for Speaking Skills Among Lower Secondary School ESL Learners

English language has become a universal language to communicate with people worldwide in the era of globalisation as more global citizens take up English as a Second Language (ESL). Yet, ESL learners still face problems in becoming competent speakers of the English language which can impact their communication skills adversely in personal and professional settings. The use of Language learning strategies (LLS) among ESL learners can bring about proficient speaking skills and vice versa. This study aims to find out the extent of ESL learners' use of LLS in relation to their speaking skills. A survey research design was used and data was collected through an online survey questionnaire among Form 2 pupils from a rural Negeri Sembilan secondary school. The 15 close-ended questions adapted from Oxford, Cohen and Chi’s Language Strategy Use Survey were formulated to inquire about pupils’ use of English speaking learning strategies. The quantitative analysis of the questionnaire results revealed that most pupils never and seldom utilize speaking learning strategies when engaging in English discourse with exception of showing a significant use in the strategy of switching to their native language momentarily. This study of the aforementioned sample demonstrated that most adolescent ESL learners in Malaysian secondary schools use little to none English speaking skill learning strategies and use more of their native language to cope in English conversations. ESL policy makers, educators and researchers are needed to further encourage the ESL learners’ active use of LLS for speaking and eventually enhance their speaking skills. Recommendations were provided for future studies in consideration of English language educators and researchers.

Use of Language Learning Strategies by Indian Learners of Spanish as A Foreign Language

Learning a foreign language in a non-native context is both a challenging and difficult task. This learning encompasses many processes and follows different trajectories. One of the offshoots of these processes is the strategies used by the learners in their learning route. During the last forty-five years, the research in the learning strategies field has grown many folds and has contributed to our understanding of how the learners use these tools in their learning path. This article examines some of the common language learning strategies (LLS) employed by the students while learning Spanish as a foreign language (SFL) at two major Central Universities of India. The present study is carried out by using a mixed-method under the descriptive framework in which the common learning strategies have been analyzed and discussed. In terms of the higher proficient group, the result shows no statistically significant differences in the use of LLS, on the contrary, concerning the year of study, there were statistically significant differences in the use of LLS among the three groups. Finally, regarding the effectiveness of the use of LLS among the participants, the results underlined a need for explicit or implicit strategic training.