Language Learning Strategy Instruction Research Articles

University students’ use of language learning strategies in English-medium instruction classes

Abstract The last twenty years have seen dramatic growth in the provision of English-medium instruction (EMI) courses at universities. On such courses, many students learn academic content through a language other than their first language (L1). This often poses significant language-related challenges to students which can impede content learning. To cope with the linguistic challenges, students sometimes employ language learning strategies (LLS). However, despite the rapid growth in the provision of EMI, little research has been conducted into LLS use in an EMI context. This systematized review examines 36 relevant studies. The findings show that over time EMI students modify their strategic behavior as they become more aware of the strategies which meet their learning needs. Furthermore, learners gradually use more content-related strategies as they progress through their EMI courses. Although strategy deployment is generally self-directed, the findings indicate that LLS instruction can benefit learners. Therefore, it is recommended that EMI courses be supported by embedded EAP courses which provide strategy instruction alongside the teaching of discipline-specific vocabulary and discourse practices. The review also raises questions about the role of students’ L1 in EMI. By shedding light on existing studies in the field, the review highlights opportunities for future research.

Language Learning Strategies Instruction via English for Community-based Tourism Blended Lessons to Enhance Speaking Ability of Thai EFL Youth Guides

Language Learning Strategies Instruction via English for Community-based Tourism Blended Lessons to Enhance Speaking Ability of Thai EFL Youth Guides

Language Learning Strategy Instruction in Saudi Arabia: A Systematic Review

Strategy instruction is essential in the literature of language learning/learner strategies. This paper employs a literature review to determine how much strategy instruction is addressed in language learning research in Saudi Arabia, how many instruments have been used and what kind of strategies are taught. A search was conducted on articles from 1950 to 2020 through the Saudi Digital Library. From an initial 297 records, 17 (5.7%) studies met the review criteria. This small number reflects the shortage of language learning strategy instruction in Saudi Arabia. The reviewed studies also targeted different variables in their strategy instructions, which shows that they were developed based on personal discretion. The most taught strategies are reading strategies and then vocabulary/spelling strategies. The least taught strategies, however, are social and motivational strategies. Only one of the studies utilized a standardized measure for one of its dependent variables after instruction. Thus, it was difficult to make comparisons across the studies. It is recommended that Saudi strategy researchers include strategy instruction in their investigation of language learning strategies and calculate the duration of their instruction in hours for clarity. They should also explain in detail what intervention is used, why and how they conducted the instruction. In addition, strategy instruction is a demanding task that requires a multi-method data collection approach.

The Effect of LLS Instruction on the Use of Writing Strategies in English by Foreign Postgraduate Students in India

This study intends to examine the impact of Strategy-Based Instruction on the strategy use by foreign post-graduate students, studying at two universities in India while writing in English. A total of one hundred students, who are non-native speakers of English, participated in this study. Fifty students in the experimental group received writing instruction through an online platform. The results were compared to their fifty counterparts in the control group. All the participants received an adapted version of the Strategy Inventory for Language Learning (SIIL) Questionnaire and a Writing Questionnaire as the pretest and posttest. Descriptive statistics and independent sample t-tests were run to analyze the data using SPSS. The findings showed that students who received language learning strategy instruction recorded higher scores than the students who did not receive any kind of instruction towards the skill of writing academic essays. The results revealed that students’ use of strategies in writing increased noticeably after strategy instruction and implied that students can be trained to use language-learning strategies successfully in their writing through direct strategy instruction.

An Investigation into the Impact of Language Learning Strategy Instruction on the Less Successful Iranian EFL Learners’ L2 Achievement

An Investigation into the Impact of Language Learning Strategy Instruction on the Less Successful Iranian EFL Learners’ L2 Achievement

EXPLICIT MODELS FOR FOREIGN LANGUAGE STRATEGY LEARNING OF PRE-SERVICE TEACHERS AT UNIVERSITY LEVEL

The purpose of the article is to prove theoretically and check experimentally the effectiveness of explicit models for language learning strategies based on the instructions in the process of professionally oriented English communication. The hypothesis of the research implies that the level of professional English communicative competence will increase in the case of combining such models as “top-down” and “bottom-up” while professionally oriented English communication. The study employed the mixed research design method as quantitative (Likert’s scale, Bespalko’s learning coefficient, Fisher’s criterion) and qualitative (interpretation of questionnaire results) methods. The levels of explicit models using for language learning strategies are defined by the results of the conducted survey of 116 pre-service teachers of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One of the conditions of experimental learning is a sequence of stages in the process of applying two explicit models for language strategy learning instruction “top-down” and “bottom-up” in the process of pre-service teachers’ professionally oriented English communication. Findings. The results of the control test at the final step of the experiment have confirmed the effectiveness of two variants of explicit models for language strategy learning instruction in the process of professionally oriented English communication. The analysis of experimental training results has shown the formation of professionally oriented English communicative competence at the level B2, as well as a significant increase in the participants’ knowledge, skills and abilities of foreign language learning strategies. Implications for research and practice. Combining “top-down” and “bottom-up” explicit models for language learning strategy instruction contributes to more effective assimilation and expansion of the repertoire of learning and communicative strategies and improves professionally oriented English communicative competence of pre-school teachers at university level.

The effects of language learning strategies instruction based on learning styles on reading comprehension

This article aims to reveal the results of an experimental study aiming to identify the effects of language learning strategies instruction (LLSI henceforth) based on learning styles on reading comprehension of EFL learners at the preparatory school of a state university in Turkey. 52 preparatory school students were given strategy instruction based on learning styles throughout an entire learning level (5 weeks) to help improve their reading comprehension ability. For that purpose, two cognitive learning strategies, namely note-taking and summarizing, were taught to learners. At the beginning of the study, students’ learning styles were identified using The Kolb Learning Style Inventory (Version 3.1, Kolb & Kolb, 2005b). The reading course that incorporated strategy instruction included teaching and practicing note-taking and summarizing strategies which match with identified learning styles. To help maximize the benefit of strategy instruction based on learning styles, the 4MAT Model (McCarthy, 1990) which includes four basic quadrants, each representing a learning style, was used for planning classes and learning activities. The effects of LLSI based on learning styles were analyzed through a pretest- posttest design. In order to assess to what extent reading strategies instruction based on learning styles increased students’ comprehension of reading texts in the experiment group, paired sample t-test was used. On the other hand, the differences between the experiment and the control group were examined using independent sample t-test. The results showed that there was statistically significant difference between the post test results of the experiment and the control groups and LLSI was effective in terms of improving students’ reading ability and increasing their comprehension of reading texts.

Naturally Occurring Language Learning Strategy Instruction in an Adult EFL classroom

Naturally Occurring Language Learning Strategy Instruction in an Adult EFL classroom

Empowering Language Learning Strategies Online

English language educators faced challenges unique to their discipline as well as difficulties shared with all teachers as they suddenly adjusted to 100% online learning environments in 2020. Language learning strategies (LLS), which are proven strategies for improving language learning as well as building self-efficacy and peer support (MacArthur et al., 2015; Rose et al., 2018), are presented here as tools to navigate this new challenge. The article opens with a brief review of several acute current needs of online learners that critical pedagogy and learning strategies may address. Next, the author provides concise definitions for language learning strategies and summarizes the historical and theoretical basis for LLS. A classroom-based case study of language learning strategy instruction (LLSI) then follows. Finally, online tools and methods for two key strategies, goal-setting and peer review, are provided with recommendations for applying these strategies in a variety of settings. Keywords: language learning strategies, critical pedagogy, self-regulation, peer review, goal-setting

Empowering Language Learning Strategies Online

English language educators faced challenges unique to their discipline as well as difficulties shared with all teachers as they suddenly adjusted to 100% online learning environments in 2020. Language learning strategies (LLS), which are proven strategies for improving language learning as well as building self-efficacy and peer support (MacArthur et al., 2015; Rose et al., 2018), are presented here as tools to navigate this new challenge. The article opens with a brief review of several acute current needs of online learners that critical pedagogy and learning strategies may address. Next, the author provides concise definitions for language learning strategies and summarizes the historical and theoretical basis for LLS. A classroom-based case study of language learning strategy instruction (LLSI) then follows. Finally, online tools and methods for two key strategies, goal-setting and peer review, are provided with recommendations for applying these strategies in a variety of settings. Keywords: language learning strategies, critical pedagogy, self-regulation, peer review, goal-setting

Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings

This article contrasts two studies that focus on language learning strategies (Study 1) and strategy instruction (Study 2) in CLIL programs. Drawing from the literature on language learning strategies and strategy instruction, we propose a theoretical framework that takes into account metacognitive awareness as a useful concept to capture the interrelatedness of teaching, learning and using language learningstrategies in CLIL. We approach metacognitive awareness from two positions: 1) as a concept that describes self-regulated learning in students and constitutes one of the important areas of language learning strategies (metacognitive strategies), and 2) as a key concept when describing the decisions teachers make in their pedagogical planning and implementation, including when deciding on which language learning strategies to single out for instruction, and how to instruct these. We understand these two positions as interrelated and “speaking to each other”, scaffolding the learning processes through focused attention to vocabulary and language structures needed for content message and understanding. For future research, we propose a focus on CLIL teachers’ reflective cycles that take into account students’ prior knowledge (e.g., cognates, language learning strategies learnt in mainstream language classes, understanding of subject-specific concepts in native language), to build up a repertoire of language learning strategies and strategy instruction that supports the processes when integrating language and content learning.

LLS use and Proficiency: Assamese ESL Learner’s Context

This paper studies the relationship of Language Learning Strategies (LLS) use and proficiency. Four hundred and fifty undergraduate Assamese ESL learners from three colleges of Dibrugarh University, Assam participated in the study. The aim of the paper is to investigate the relationship of Assamese ESL Learner’s use of LLS and reading and writing proficiency in English. A Strategy Inventory for Language Learning (SILL) based questionnaire is used to identify learner’s use of LLS and a reading and writing activity questionnaire is used to measure learner’s proficiency. The participants answered the instruments at the beginning of the experiment, followed by LLS instruction for four weeks and a post-test on the same questionnaires. The Pearson’s correlation analysis revealed significant positive correlation between the use of all the six types of LLS categories and learner’s proficiency in reading and writing, both in the pre and post-test context. The study recommends that LLS instruction should be integrated in the undergraduate ESL classrooms to increase learner’s proficiency in English.

Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296

The book Learning Strategy Instruction in the Language Classroom: Issues and Implementation, edited by Anna Uhl Chamot and Vee Harris, touches upon crucial issues pertaining to language learning strategies (LLS) and language learning strategy instruction (LLSI), both from a theoretical and practical perspective. All the contributors to the volume are specialists with considerable expertise in the field of LLS and LLSI, which makes the book an informative and inspirational read. The authors look at the concept of strategy instruction from different perspectives, meticulously not only investigating various LLSI models, taking account of “learner needs and settings and particular language skills,” but also “considering curricula, materials, teachers roles, the ways in which scaffolding is enacted in the classrooms” (p. viii). Since the volume adeptly combines research into LLSI with its theoretical aspects and complexities, it will prove useful to practitioners and researchers alike. Delineating new directions in the field of LLSI, the edited collection is undoubtedly a valuable contribution to ongoing discussions about LLSI and its implementation in the classroom.

The efficacy of language learning strategy instruction in a Korean high school English class

This paper examines the efficacy of language learning strategy instruction based on the cognitive academic language learning approach (CALLA). This paper studies the effect of language learning strategy instruction with particular reference to English proficiency, learning strategies, and the relationship between such strategies and motivation of a Korean high school student. In this study, seventy-nine high school students were given twenty weeks of instruction. The control groups were given lectures without employing a language learning strategy programs; conversely, the experimental groups utilized language learning strategies. In order to assess student language proficiency, pre- and post-tests were given. SILL and questionnaires related to motivation as well as language learning strategy use were also adopted. Results showed that the scores of less-proficient students in the experimental group dramatically improved. The most frequently used strategy was cognitive strategy, while metacognitive strategy was reported least applied. After CALLA instruction, the experimental group of students used metacognitive strategy more actively. In addition, there was a strong correlation between language proficiency and language learning strategy use. This study also indicates that learner motivation influenced language learning strategies. Therefore, the implementation of language learning strategy instruction based on the cognitive academic language learning approach (CALLA) should be considered in language classes in Korean high schools.

Language learning strategies among Vietnamese EFL High School students

Despite productive research on language learning strategies (LLS), LLS is still a multifaceted topic subject to controversy. Thus, previous researchers have encouraged conducting further LLS research in different educational contexts and student population. The current study was conducted to examine the LLS use among high school students, a relatively neglected population in previous LLS studies. Participants in the study were 83 Vietnamese tenth-graders who were administered the Strategy Inventory for Language Learning (SILL) by Oxford (1990), including six subscales: memory-related, cognitive, compensatory, metacognitive, affective and social strategies. The results suggested that high school learners utilized a wide range of language learning strategies at a medium level of frequency, indicating a necessity for more explicit LLS instruction. While metacognitive strategies were reported as the most frequently utilized strategies, affective strategies were the least. Cognitive strategies, which were strongly related to other LLS groups, tended to play the central role in the language learners’ LLS employment. Gender was confirmed to be a significant factor that influenced the students’ LLS usage only in the case of social strategies. Pedagogical implications regarding strategy instruction were discussed.

LANGUAGE LEARNING STRATEGIES IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM IN INDONESIAN HIGHER EDUCATION CONTEXT

Indonesian university students are not well-familiar with language learning strategies (LLS) as they are dependent on their lecturers. This condition also gets worse because the students still have low level of proficiency although they have already been learning English for multiple years. There have been many researches on students LLS related to the four language skills and gender but there is a high need of studying the students LLS regarding their age in the Indonesian higher education context. This research aimed at investigating students language learning strategies related to their ages and providing some steps to make teaching program more effective by considering students LLS and their age as well. This research utilized descriptive survey research design. The participants were 122 English Department students at one of public universities in Borneo Island, Indonesia. The instrument was SILL questionnaire. All the collected data were analyzed statistically. The findings show that students mostly used metacognitive (M=3.857), cognitive (M=3.707), and compensation strategies (M=3.563). The students different age led them to select and implement different strategies. Some steps to optimize students learning strategies are through inserting LLS instruction in the curriculum of teaching program, implementing certain models of strategy instruction, and developing lecturers awareness of designing instruction at which one of the methods that can be employed is eclective methods. Considering all findings, it can be concluded that although indirect strategies get higher means of preference from the participants but they do not only focus on using indirect strategies. They combine those with direct strategies. Further, to make students more successful on their learning, the institution including lecturers and the academic community should take part in the effort of teaching learning strategies. This provides future research area that emphasizes on designing LLS instruction regarding students age and level of their education. DOI: doi.org/10.24071/llt.2018.Suppl2106

An analysis of language learning strategy instruction in primary school English teachers' manuals

The present study aims to investigate what kinds of language learning strategies are dealt with and for how many times in the primary school English teachers manual, and make suggestions for teaching language learning strategies under the 2015 revised national curriculum which puts a heavy stress on self-directed learning. According to the purpose, the study developed a list of language learning strategies for Korean primary school learners of English, and with the list analyzed the status quo of language learning strategy instruction in the 5 series of primary school English teachers manuals. The analysis showed that about 50% of the strategies on the list are dealt with in the manuals and the 4th grade teachers manuals present the most strategies in one unit of lessons among grades 4, 5, and 6. Based on the result the study suggests the following: first, to increase the amount and the diversity of language learning strategies dealt with in primary school English teachers’ manuals ; second, to establish a systematic plan for language learning strategy instruction reflecting continuity and hierarchy according to the grade; and third, to carry out further research aiming to monitor and improve language learning strategy instruction.

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatment (e.g., delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language versus self-regulated learning domains. The overall results identify SI as a viable instructional tool for second/foreign language classrooms, highlight more effective SI design features, and suggest a need for a greater emphasis on self-regulated learning in SI interventions and research.

Language Learning Strategy Use of Chinese EFL Students in Relation to Gender

The current study aimed to examine the language learning strategy use of Chinese EFL students in a British university and to explore the impacts of gender on the selection of these strategies. 102 postgraduate students from Newcastle University in the UK were investigated through the administration of Oxford's (1989) SILL and 20 of them were also interviewed. Significant differences were discovered in the use of language learning strategies between genders with females reporting more use in cognitive, metacognitive and social strategies. Pedagogical implications for language learning strategy instruction have been suggested in order to help improve the language learning performance of Chinese EFL students.

The Impact of Language Learning Strategies in Blended Learning and Student’s Perspectives

This study aims to explore the impact of language learning strategy instruction in blended learning and investigate how students use language learning strategies in blended learning context and their perspectives. The participants for the mixed study consisted of 108 freshmen university students in Korea, and the study was conducted for 15 weeks. The quantitative data included the results of pre-test and post-test, a questionnaire on perspectives on blended learning and a questionnaire of Strategy Inventory of Language Learning. The data for the qualitative research included the students` weekly learning journals and semi-structured interviews. The results are as follows: 1) language learning strategy instruction in blended learning was found to be effective for increasing students` language proficiency; 2) the students perceived blended learning and online activities to be interesting, satisfying, and useful, and offline activities to be interesting and useful but less satisfying; and 3) the students used compensation strategies the most followed by metacognitive, cognitive, social, affective and memory, in respective order, and the two least used strategies were found in affective strategies category. Based on the results of the study, discussion, implications, and suggestions for further study are provided.