Language Learning Strategies Research Articles

Innovative Strategies for English Language Learning in Ecuador: A Focus on Playful Learning

Education is a universal right that extends beyond core subjects to include cross-curricular content essential for preparing students for a competitive global landscape. In this context, English serves as a critical tool, recognized as both the first official language for 370 million users and a second language for 978 million (Eberhard et al., 2021). Despite its global importance, Ecuador faces challenges in English language proficiency, ranking low in Latin America due to inadequate methodologies and a lack of qualified teachers (Education First, 2021; Banegas & Sanchez, 2024). This project aims to implement a playful program tailored to middle school students (5th to 7th grades) at Eugenio Espejo Basic Education School, addressing their unique educational needs through the development of didactic materials and training for non-specialized teachers. A descriptive quantitative approach will guide the methodology, focusing on communicative competence through structured tutoring sessions that utilize reusable educational resources. The study will assess students' prior knowledge through a pre-test, which will inform the creation of a tailored curriculum designed to enhance vocabulary and overall language skills. This initiative not only seeks to improve English proficiency among students but also aims to equip teachers with effective pedagogical strategies, fostering a more conducive learning environment in Ecuadorian classrooms.

Exploring collaborative writing among large groups in online distance learning through a public forum and private chat tool

Abstract This study explored how collaborative writing, an often-used instructional strategy in second language (L2) learning, intersects with large-group dynamics, and investigated their potential impact on the quality of writing outcomes in an online distance learning course. Using a mixed-methods approach, the research scrutinized intra-group interaction processes in two large groups undertaking a computer-assisted language learning writing assignment and evaluated the impact of these interaction processes on their writing products. Data from discussions in both a public online forum and a private social communication platform (WeChat) were collected, systematically coded, and analysed quantitatively and qualitatively based on language functions. Data collection also included an assessment of the written products and follow-up group interviews. The findings indicate distinct interaction patterns between high-performing and low-performing groups, characterised by an expert/participant pattern and a dominant/passive pattern, respectively. Additionally, insights from the interviews shed light on these interaction patterns and the potential impact on student learning outcomes. The study suggests practical implications, highlighting the importance of task design in promoting high levels of collaborative knowledge construction to enhance students’ writing skills and L2 language learning in large-group settings.

Language Learning Strategies of Maritime Students

Language learning strategies for maritime students might differ depending on their individual requirements and programs. In this premise, this study aimed to determine the extent of Language Learning Strategies by Maritime Students in a private school in a highly urbanized city in the central Philippines during the first semester of the School Year 2023-2024 as the basis for the language mastery program. The data needed for this descriptive research framework, coupled with statistical analysis to investigate the language learning strategies, was collected from 438 first-year maritime students using a standardized questionnaire. The results indicate that most parents hold graduate-level education, influencing academic environments. Most students are enrolled in a Bachelor of Science in Marine Transportation, with a balanced distribution of private and public school backgrounds. The study examines language learning strategies used by maritime students, finding moderate utilization in both direct and indirect dimensions. The study highlights the importance of tailored language learning support in marine education, enhancing language learning practices and promoting practical communication skills for professional endeavors. Moreover, it reveals notable language learning strategy employment variations among BSMT and BSMarE students. BSMT students showed slightly higher engagement in metacognitive aspects, while BSMarE students showed moderate engagement in affective and social strategies. The overall mean suggests areas for improvement in language learning behaviors. The study compares language learning strategies among maritime students and reveals significant differences based on a program of study. Bachelor of Science in Marine Transportation students show higher engagement; in contrast, BSMarE students show no significant difference. The findings suggest tailoring specific language learning strategies to enhance students’ proficiency and academic success. Specialized support programs tailored to academic specializations and collaborative efforts among language teachers and faculty across programs are essential to enhancing language learning in maritime education. Keywords: Education, language learning, maritime, strategies, private school, central Philippines

Students’ beliefs about language learning: a study of university students’ beliefs about learning English as a foreign language

This study explores students’ beliefs about learning English as a foreign language (EFL). The participants in this study were students at International University of Sarajevo, Bosnia and Herzegovina, where English is the formal language of instruction. The research adapted the questionnaire from Horwitz’s (1987) Beliefs About Language Learning Instrument (BALLI), which was filled in by 157 students. In the process of developing the research objectives and research questions, the following determinants were examined: the difficulty of language learning, the foreign language aptitude, the nature of language learning, learning strategies and communication strategies, and motivations and expectations. After testing the determinants, results indicate that students’ beliefs about language have an impact on their learning process. Therefore, this paper argues for the need to address students’ beliefs about language learning and highlights the teacher’s role in raising university students’ awareness of these issues. /Keywords: language learning, students’ beliefs, EFL

Implementing Vocabulary Journals through Digital Narrative Text for EFL Secondary Students in Learning General Vocabulary

Four fundamental language skills such as listening, speaking, reading, and writing are important skills for EFL secondary school students to develop it. Learning English requires fundamental knowledge of vocabulary since it influences these abilities greatly. However, vocabulary instruction is often overlooked in traditional language learning strategies. On the other hand, the use of digital narrative texts, such as videos, provides a modern approach to facilitating students in general vocabulary learning. This study explores the integration of vocabulary journals with digital narrative texts to enhance vocabulary acquisition among EFL secondary students specifically in junior high school students. This study used action research and involved 25 students from a junior high school in Karawang. Data collection methods included vocabulary journal logs, observations, interviews, and reflective journals. The findings revealed that vocabulary journals significantly assist students in understanding and retaining new vocabulary, enhancing overall language comprehension. Students expressed positive attitudes towards this method, highlighting its engaging and interactive learning strategy. This study concludes that combining vocabulary journals with digital narrative texts effectively supports vocabulary acquisition, making learning more enjoyable and impactful. This approach fosters deeper understanding and long-term retention of vocabulary, improving students' language skills and academic performance. The findings suggest that this innovative strategy could be beneficial in educational settings.

A Beginner Book For Arabic Basic User: Analysys Al-Lughah Al-Arabiyah Book Chapter One Based On CEFR Standart

<em>The Arabic textbook MI Grade 1 KSKK is a book published by the Ministry of Religious Affairs in the context of implementing KMA Number 183 of 2019 concerning the PAI Curriculum and Arabic Language in Madrasas. This article presents the results of the analysis of MI Class 1 KSKK Arabic textbooks using CEFR standards. CEFR stands for Common European Framework of Reference established by the Council of Europe in 2001 as a response to the importance of learning foreign languages in order to use them in everyday transactions, be it social, interaction and information transfer. The purpose of this article is to find out the description of the MI Class I Arabic textbook, then at what level is this book in the CEFR standard and how are the CEFR principles contained in it. In its writing, this article uses a literature research method (literature review) with a content analysis approach, where researchers analyze all the material in this MI Class 1 Arabic textbook. The results showed that the Arabic textbooks of MI grade 1 KSKK were categorized in levels A1 and A2 based on CEFR standards. In addition, this book has also fulfilled CEFR principle 6, including language activities, language processes, text, domain, language learning strategies, and language tasks.</em>

Overcoming Academic Writing Challenges: English Language Learning Strategies for Chinese International High School Students in Blended Learning Environments

With the increasing globalisation and the integration of blended learning models, academic English writing has become a critical skill introduced at the high school level. This study investigates how Chinese international high school students develop and apply effective English language learning strategies to address the specific challenges of academic English writing in a blended learning environment that combines offline EFL (English as a Foreign Language) and online ESL (English as a Second Language) instruction. Utilising a qualitative research design, three participants in this special blended learning environment are selected as specific cases. Data were collected through semi-structured interviews, student learning logs, and classroom observations. Findings reveal that students employ a combination of cognitive, metacognitive, and social strategies to address issues in this special blended learning environment. The study underscores the importance of integrating technology with traditional teaching methods, highlighting the effectiveness of blended learning in supporting students' academic writing. These insights offer valuable guidance for educators in enhancing teaching practices and for policymakers in designing supportive educational frameworks.

Language learning strategies and writing aptitude of the international students

Language learning strategies and writing aptitude of the international students

The Urgency, Strategies, and Problems of Mastering Arabic Language for Islamic Preaching Communication

This study aims to examine the urgency, strategies, and problems in mastering the Arabic language for Islamic preaching communication. The focus of the research is on the students of the Faculty of Dakwah at Universitas Islam Negeri (UIN) Jakarta. Mastery of Arabic is considered crucial as it is the primary language of Islamic literature, which is fundamental to preaching activities. The research employs a qualitative method with a case study approach. Data were collected through interviews, observations, and documentation. The findings indicate that mastering Arabic is essential for enhancing understanding and effectively conveying Islamic messages. The strategies employed by students include formal classroom learning, self-study, and participation in extracurricular programs related to the Arabic language. However, students face various challenges, such as time constraints, lack of resources, and less varied teaching methods. The study recommends improving the quality of Arabic language teaching through more interactive methods and providing adequate resources to support learning. These findings provide insights for the development of a more effective Arabic language curriculum and learning strategies in Islamic higher education institutions.

한국 대학생 영어학습자의 외국어 불안감 및 학습전략에 대한 수준별 분석

This study analyzed the relationship between foreign language anxiety and language learning strategies among EFL learners at different English proficiency levels. The study involved 195 participants and examined the correlation between their levels of foreign language anxiety and their use of learning strategies through a Google survey, followed by in-depth interviews. The findings revealed that learners at high proficiency levels exhibited moderate language anxiety, and metacognitive strategy was found to be the most effective in managing anxiety at this level. At the intermediate level, cognitive strategy significantly helped reduce foreign language anxiety. Learners at low proficiency levels displayed higher anxiety, particularly regarding test and communication, but social and metacognitive strategies were effective in alleviating this anxiety. These results underscored the critical role of targeted learning strategies in mitigating foreign language anxiety, offering valuable insights for educators in developing instructional methods or educational content that apply affective filter strategies according to proficiency levels to enhance language acquisition.

Mind Mapping: An Effective Technique for EFL Students’ Language Skills Improvement

To be successful in language learning and teaching as well as to advance language skills, one needs to utilize valuable and impactful language learning and teaching strategies. Language experts and pedagogues suggest variety of strategies which are essential for language skills improvement; one of these strategies is mind mapping. Since mind mapping activates both hemis of brain, it helps EFL learners to recall what they have learned. In addition, it can be used as an alternative medium for EFL teachers to deliver language contents. It plays greater role as well for the development of language skills. However, EFL students and teachers are not seen employing it during language classes. Hence, the objective of this article was to review and summarize the role of mind mapping so as to improve English language skills, particularly vocabulary, grammar and speaking skills. Secondary data from 20 published articles on the role of mind mapping on EFL students’ language skill improvement were examined to get a better understanding on the issue. Narrative review was carried out. As the findings of the published articles indicated, mind mapping ignited students’ language learning which consequently led for the enhancement of their language skills. Therefore, it is recommended for EFL students and EFL teachers to use mind mapping while learning and teaching EFL.

Language Learning Strategies, Styles and Academic Achievement in English of Elementary Learners: Basis for Reading Program Intervention

Language Learning Strategies, Styles and Academic Achievement in English of Elementary Learners: Basis for Reading Program Intervention

Navigating Indian Youth’s Identity; Impact Of Korean Media on Language learning

The study of ‘Navigating Indian Youth’s Identity: The Impact of Korean Media on Language Learning’ to explores the complex relationship between Indian youth and the impact of Korean media on language learning. Given the increasing popularity of Korean entertainment, especially K-drama and K-pop, among Indian youth, this study aims to investigate the effect of Korean media exposure on language learning, Korean media has been an effective language learning tool among Indian adolescents, as it has increased their interest in learning Korean, provided motivation, influenced their language learning strategies, positive language learning outcomes, open up career opportunities, facilitate, especially by learning Korean language. A combination of methods was employed, including statistical data analysis and data analysis, to accomplish the aforementioned goals. The impact of Korean media on Indian youth has been divided into various factors such as increased interest in Korean media, especially K-pop-K dramas, which encouraged them to learn the language, though various forms of media such as subtitles, translations , and educational materials It's been simplified.

Use of Recitation Input to Improve Students Writing

In learning English, English writing is an important way to cultivate students' innovative thinking and pragmatic ability, and it is also one of the ways to test the results of English teaching. Recitation is not only an important way of language input, but also the basis and premise of language learning. Writing is a comprehensive language output activity, which is based on recitation and can be regarded as an effective language learning strategy for students to develop basic writing skills. Therefore, in English teaching, text recitation input can be used as the basis to help students develop basic writing skills, increase students' interest in English learning, and improve their English level. This paper briefly summarizes the theoretical basis of recitation input and its role in English writing. Based on this, it discusses the effective strategies for its specific application in order to improve the effectiveness of English writing teaching.

Strategic approaches: Practical applications of English communication skills in various real-life scenarios

The article presents an in-depth overview of a comprehensive study investigating the practical applications of English communication skills across a wide array of real-life scenarios. This research delves into how individuals employ their English proficiency in various domains such as the workplace, travel, education, social settings, online communication, cultural exchanges, personal development, and job interviews. The study examines a diverse range of situations, including presenting in professional meetings, asking for directions while traveling, participating in classroom discussions, making new friends in social contexts, engaging in online forums, attending language exchange programs, pursuing hobbies that require English, and negotiating job-related matters. Data for the study was meticulously gathered from a broad spectrum of online survey participants, encompassing different demographics to ensure a comprehensive analysis of the multifaceted uses of English communication skills in everyday life. The findings of this research underscore the strategic approaches that individuals employ to communicate effectively in English, thereby highlighting the pivotal role of language proficiency in navigating diverse social, professional, and cultural contexts. Moreover, the study sheds light on the nuanced ways in which English is used to facilitate not only basic communication but also to achieve higher-level interactions and goals. It reveals how proficiency in English can significantly enhance one’s ability to integrate into various environments, from academic settings to international travel and professional arenas. The article concludes by emphasizing the pedagogical implications of these findings for language educators and learners. It suggests avenues for further research and advocates for the development of language learning strategies that are finely tuned to meet real-world communication needs. By doing so, it aims to contribute to more effective teaching methodologies that prepare learners to use English confidently and competently in diverse situations.

Design and practice of human-machine cooperative international Chinese character teaching in ChatGPT application

The incorporation of artificial intelligence (AI) into language education has created new opportunities for improving the instruction and acquisition of Chinese characters. Nevertheless, the cognitive difficulties linked to the acquisition of Chinese characters, such as their intricate visual features and lack of clear meaning, necessitate thoughtful deliberation when developing AI-supported learning interventions. The objective of this project is to explore the capacity of a collaborative method between humans and machines in teaching Chinese characters, utilising the advantages of both human expertise and AI technology. We specifically investigate the utilisation of ChatGPT, a substantial language model, for the creation of instructional materials and evaluation methods aimed at teaching Chinese characters to individuals who are not native speakers. The study utilises a mixed-methods approach, which involves both qualitative examination of lesson plans created by ChatGPT and quantitative evaluation of student learning outcomes. The results indicate that the suggested framework for human-machine collaboration can successfully tackle the cognitive difficulties associated with learning Chinese characters, resulting in enhanced learner involvement and performance. Nevertheless, the research also emphasises the constraints of AI-generated material and the significance of human involvement in guaranteeing the accuracy and dependability of educational interventions. This research adds to the expanding collection of literature on AI-assisted language learning and offers practical insights for educators and instructional designers who aim to use AI tools into Chinese language curriculum. The results emphasise the necessity of employing a multi-disciplinary strategy in AI-supported language learning, incorporating knowledge from cognitive psychology, educational technology, and second language acquisition.

Enhancing English Learning in Arab Israeli Teacher Education

This research explores the profound importance of incorporating the mother tongue in English Teacher Education programs, aiming to uncover potential benefits and challenges. The study provides insights for educators, curriculum developers, and policymakers by scrutinizing motivation, cultural relevance, and language acquisition impact. Embracing the mother tongue holds the potential to create a more effective and engaging learning environment for English language learners. The research involves an in-depth analysis of how the mother tongue acts as a bridge for complex linguistic concepts, making the learning experience more accessible. Simultaneously, challenges are acknowledged, considering potential misconceptions and the need for effective pedagogical strategies. In essence, this study contributes substantively to the discourse on language education, providing evidence-based insights into the mother tongue in English teacher education programs. The expected outcomes guide the refinement of language learning strategies, empowering educators, curriculum developers, and policymakers to optimize teacher education programs for linguistic proficiency and cultural resonance among English language learners, utilizing a qualitative case study approach.

Cognitive Load Theory: A Bibliometric Study over a Decade and Pedagogical Implications

Sweller's cognitive load theory has profoundly influenced educational practices since the 1990s. This paper offers a concise introduction to cognitive load theory and presents an analysis of the current state of domestic research on this topic from 2013 to 2022, using the Web of Science Core Collection and the bibliometric software CiteSpace. Looking ahead, cognitive load theory holds the potential to underpin the design of instructional strategies in second language learning for Chinese English learners, thereby improving the efficiency of classroom teaching.

Teks Vista: Kemampuan Menyimak Siswa Melalui Media Pembelajaran TV Putar

This research evaluates the effectiveness of playback TV media in improving students' listening skills at SD 012 Kampung Panjang. Qualitative methods with classroom observations were used to collect data related to student interactions with this media. The research results show that rotating TV can increase students' motivation and involvement in listening learning. This media offers an interesting and realistic learning experience, even though there are obstacles. This research suggests the use of rotating TV and active interaction after listening as effective strategies in language learning.

How do high-achieving students learn languages online?

The impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.