Language Learning Strategies Research Articles

Review of Research on Arab EFL Learners’ Motivational Language Learning Strategy-Use in the Tertiary Context

Research suggests that successful language learning requires learners to utilize effective cognitive, behavioral and affective language learning strategies (LLS). Under the impetus of Saudi Arabia’s Vision 2030, English as a Foreign Language (EFL) proficiency in an essential for adequately preparing the workforce of the future. This creates an imperative for LLs researchers to provide a contextualized and nuanced picture of the EFL learning experiences of tertiary-level Saudi EFL learners and their strategy-use. Thus, the aim of the present paper was to review LLs research within the Saudi and parallel Arab contexts to detect predominant themes, trends and gaps. To this end, 16 relevant studies undertaken between 2012-2023 were identified. The review found that the studies were largely focused on identifying perceptions and attitudes towards LLs amongst students and deployed mostly quantitative methodologies. They predominantly strove to confirm earlier studies rather than to pursue exploratory or intervention-based research trajectories that could provide deeper insights or deploy strategy-use research to address challenges faced by the learners. Based on the above, the present paper suggests an urgent need for Arab LLs researchers (particularly in the Saudi context) to undertake contextualized and actionable research of benefit to Arab (and Saudi) EFL practitioners and learners. Keywords: Language learning strategies, EFL learning, Vision 2023, Social contexts

Language Learning Strategies: A Case of Indonesian Students Studying in the United Kingdom

This study aimed to find out the language learning strategies used by Indonesian students during their studies at the University of Leeds in the United Kingdom, the obstacles faced in implementing the learning strategy, and how to overcome the obstacles in implementing the learning strategy. Data obtained by providing a questionnaire and interview. The questionnaire was adopted from the Oxford theory, which consists of 50 statements with five answer choices in the form of Google form to 30 Indonesian students who studied at the University of Leeds. Then, the writer conducted the interview via zoom meeting that focused on the participants’ reasons and experiences with the language learning strategies they used. The result showed that: (1) the Indonesian students studying at the University of Leeds dominantly used cognitive, metacognitive, and social strategies. (2) The Indonesian students faced some obstacles in implementing the learning strategy, and they came from two factors: internal (study habits and study concentration) and external (teacher teaching style and the social environment). (3) The Indonesian students overcome those obstacles by applying different kinds of learning strategies. These findings relate to the importance and the use of language learning strategies for students who want to continue their studies overseas.
 Keywords: Language Learning Strategies; Indonesian Student; United Kingdom.

STRATEGI PEMBELAJARAN BAHASA ARAB DI MADRASAH ALIYAH SWASTA YAYASAN ISLAMIC CENTRE SUMATERA UTARA

Learning Arabic is learning a foreign language which is known to be very difficult for beginner students to learn, even though in reality learning Arabic is easy. Any language learning requires a strategy in the learning process, and Arabic language learning strategies are an important approach in facilitating the process of mastering Arabic by students. This research aims to investigate various strategies that can be used in the context of learning Arabic, as well as their impact on achieving learning objectives. The research method used was descriptive qualitative involving a literature review to identify various learning strategies that have been proposed and implemented in Arabic language learning. The research results show that the strategy used is direct. Therefore, Arabic teachers need to understand the learning profile of each student and develop strategies accordingly. By understanding and applying these various Arabic language learning strategies, it is hoped that students can achieve a high level of fluency in communicating using Arabic, strengthen cultural understanding, understand the Al-Quran, hadith, or Arabic books, and improve their abilities in various communicative contexts.

EXPLORING THE CORRELATION OF SOCIOLINGUISTIC COMPETENCE AND SPEAKING PROFICIENCY, AND HOW LEARNERS PERCEIVED THEM

This study aims to explore the correlation between sociolinguistic competence and speaking proficiency in language learners while examining their perceptions of these aspects. Conducted using a mixed-methods approach, the research gathered data from 65 participants across multiple universities in Lamongan Regency, East Java, Indonesia. Quantitative analysis involved Test of English as a Foreign Language (TOEFL) scores, structured surveys, and questionnaires assessing sociolinguistic competence. Qualitative insights were obtained from in-depth interviews, illuminating participants' experiences, beliefs, and challenges in diverse social settings related to language use. Quantitative findings indicate a strong correlation between sociolinguistic competence and speaking proficiency. The Pearson correlation coefficient for "Sociolinguistic Competence" was 1.000, confirming a perfect positive correlation, while the correlation between "Sociolinguistic Competence" and "Speaking Proficiency" was .688, signifying a robust positive correlation. Similarly, "Speaking Proficiency" exhibited a .688 correlation with sociolinguistic competence. Qualitative insights emphasized themes such as sociolinguistic norms, language preferences, and challenges in communicative contexts. Participants stressed the importance of adhering to sociolinguistic norms, showcased preferences for specific language styles in diverse contexts, and highlighted challenges in multilingual environments. The study solidifies the significant correlation between sociolinguistic competence and speaking proficiency among participants, emphasizing the pivotal role of sociolinguistic competence in enhancing speaking proficiency. These outcomes stress the reciprocal influence between these dimensions in language learning, emphasizing the need for tailored language learning strategies incorporating sociocultural dimensions. Future research may delve into implementing sociolinguistic approaches in language education to enhance learners' communicative skills and sociolinguistic awareness.

RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND ACHIEVEMENT WITH LEARNING MOTIVATION AMONG STUDENTS OF CHINESE AS FOREIGN LANGUAGE PROGRAMME IN MALAYSIA

In Malaysia, teaching Chinese as a foreign language began in 1963 and has grown in popularity. Language Learning Strategies, or the measures students take to increase their learning, are critical to the final success of Chinese as a Foreign Language. Student achievement is determined by the application of language learning methods. Learning motivation, on the other hand, has a significant impact on academic achievement. This study's purpose is to (1) investigate the level of Language Learning Strategy, Learning motivation, and Language Learning achievement. (2) To investigate the relationship between Language Learning Strategy and Language Learning achievement; (3) To investigate the relationship between Language Learning Strategy and Learning motivation; and (4) To investigate the relationship between Learning Motivation and Language Learning Achievement among students of the Chinese as a Foreign Language programme in Malaysia. The collected data were analysed quantitatively using SPSS for descriptive analysis and the relationship between language learning strategies, learning motivation, and achievement. The Pearson correlation analysis showed the highly correlated between language learning strategies, learning motivation, and achievement.

Washback in Language Learning Strategies Under High Stakes Language Testing - A Study of the Hong Kong Secondary System

This research delves into the washback effects of the Hong Kong Diploma of Education Examination (HKDSE) on the learning strategies employed by secondary school students in Hong Kong. By surveying 50 students to assess their English learning strategy profiles, this study seeks to identify potential biases in strategy selection indicative of examination influence. A subset of participants was further interviewed, enabling a deeper exploration of the underlying reasons behind their strategy choices. Thematic analysis of these interviews revealed that while students recognize the intended washback of the examination on their learning strategies, its actual influence might be diminished by their reservations regarding high stakes testing’s effect on authentic English learning. The overarching sentiment expressed frustrations and conflict between the study of English language, and exam-centric pressures.

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

STRATEGI PEMBELAJARAN BAHASA ARAB DI MADRASAH TSANAWIYAH HIFZHIL QUR’AN MEDAN

Strategies and methods in learning Arabic are carried out so that students can learn and receive the material more effectively and efficiently. Teaching and learning strategies need to be designed and implemented when carrying out learning. Using good and appropriate learning strategies will produce maximum learning so that it can improve the quality of Arabic language learning. This research was conducted to look at the Arabic language learning strategies used at MTS Hifzhil Quran Medan. The research method used is a qualitative method, this method provides a focus point on the problem which is carried out by observation, interviews and other sample evidence. The results of the research show that the strategies used by teachers in learning Arabic at MTS Hifzhil Qur'an Medan are in learning Arabic vocabulary the teacher uses the strategy of playing games, in the Istima' Arabic learning strategy the teacher applies the strategy of listening to Arabic audio visuals, and in learning muhadastah Arabic teachers apply strategies for teaching the correct pronunciation of mukharijal letters.

A Systematic Review on Language Learning Strategies for English Speaking Skills in Today’s Learning Conditions

A Systematic Review on Language Learning Strategies for English Speaking Skills in Today’s Learning Conditions

The impact of language learning strategies and motivation on L2 writers’ lexical accuracy in response to WCF

The role individual differences play in developing learners’ L2 has received sufficient attention, but only few studies have addressed the relationship between these differences and learners’ lexical development. Accordingly, this study investigates the influence of two learner differences, namely language learning strategies (LLS) and motivation on reducing 63 L2 learners’ lexical errors revised in response to coded teacher feedback. Data was collected from a pretest essay and a survey about students’ motivation to learn. Students received training sessions on how to apply LLS to revise lexical errors in response to coded teacher feedback and filled in a questionnaire about the strategies they used for error correction. After training, students wrote an immediate and delayed post-test essays which were used to monitor any development in their lexical performance. Analysis of students’ errors on the three testing sessions revealed that LLS significantly reduced “connotation”, “unnecessary”, informal, and “general” word errors at different post-tests. Moreover, different factors (feedback method, revision techniques, and sources of revision) influenced students’ lexical error revision. Finally, motivation subscales and total scores showed significant associations with the different types of lexical errors at the pretest; however, at the post-test, a higher total score was significantly associated with lower frequency of “collocation” errors.

Grammar Learning Strategies: Towards a Pedagogical Intervention

Despite undeniable advances in research on language learning strategies in the last several decades, empirical investigations of actions and thoughts that learners engage in to better understand and use grammar structures in different contexts, or grammar learning strategies (GLS), remain scarce. Moreover, there is a paucity of studies examining the effects of pedagogical interventions in this area, both with respect to the use of different types of GLS and the mastery of grammar structures in terms of explicit and implicit (automatized) knowledge. There is also no empirical evidence concerning the mediating role of individual difference (ID) factors in this respect. The paper outlines a study currently in progress that seeks to address all of these gaps. The first part is devoted to a brief overview of key issues related to the definition and classification of GLS as well as a synthesis of available research in this area. This is followed by a description of an intervention-based research project which explores the effects of strategies-based instruction (SBI) targeting GLS by English majors in Poland, also taking into account the moderating impact of selected ID variables. In particular, the methodology of the study is presented and the envisaged contributions of the intervention are considered.

Vocational High School Students’ Metacognitive Reading Strategy and Volition in Language Learning: A Correlational Study

Vocational High School Students’ Metacognitive Reading Strategy and Volition in Language Learning: A Correlational Study

Connecting the Dots: Understanding the Influence of Language Learning Attitudes, Strategies, and 21st Century Skills on Oral Language Achievement

Connecting the Dots: Understanding the Influence of Language Learning Attitudes, Strategies, and 21st Century Skills on Oral Language Achievement

Self-reflecting journals as a metacognitive tool to encourage greater learner autonomy – on the example of EAP students

This article focuses on the use of self-reflective journaling as a meta-cognitive tool for enhancing the learner’s autonomy in pre-sessional English for Academic Purposes (EAP) courses. It begins by reviewing the literature on language learning strategies, with a particular focus on meta-cognitive strategies. Self-reflection is presented as one of those strategies, which should be implemented in the learning process. Later in the article, several fragments from authentic journal entries written by pre-sessional EAP students to illustrate how the practice of self-reflection can be used to improve learning outcomes. The author advocates incorporating self-reflective journaling into the curriculum, as it provides students with opportunities to think critically, provides extra writing practice and enhances their learning experience. It also provides teachers with a valuable tool for tracking their students’ progress and understanding of course material.

THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND LANGUAGE LEARNING STRATEGIES OF CHINESE JUNIOR HIGH SCHOOL STUDENTS IN KUNMING, YUNNAN PROVINCE

This study aimed to investigate the language learning strategies and autonomy of 143 Chinese junior high school students from Kunming, Yunnan province. The measuring instrument for learner autonomy (MILLA) and the strategy inventory for language learning (SILL) were used to collect data. Then, the relationship between learner autonomy and preference for language learning strategies was analyzed using Pearson Correlation. The results of the quantitative research revealed that participants perceived themselves as high-level autonomy learners (mean = 3.88, SD = 0.47) in all dimensions, including technical, psychological, political, philosophical, and socio-cultural dimensions. They usually use language learning strategies (mean = 3.57, SD = 0.67) of both direct and indirect strategies. The Chinese junior high school students perceived that they had the capacity to decide their goals and the contents of learning English. However, they also hoped that the teacher could be a collaborator during their learning process. They reported that they used meta-cognitive strategies at the highest frequency (mean = 3.68, SD = 0.78), while compensation strategies were reported at the lowest frequency (mean = 3.36, SD = 0.76). A moderate positive correlation (r = 0.68, 0.01 level 2-tailed) was found between the level of learner autonomy and the preference for language learning strategies. Suggestions and practical implications are offered for teachers to help students consciously use language learning strategies that can subsequently help them become autonomous learners.

Cooperative Learning Strategy Type Two Stay Two Stray (TSTS) in Muthola’ah Lesson

Current trends in Arabic language learning involve the use of game-based strategies. One such strategy is the Two Stay Two Stray (TS-TS) strategy, which is a component of cooperative learning strategies aimed at encouraging students to explore the knowledge they desire. The Two Stay Two Stray (TS-TS) strategy requires a detailed design, as it is a crucial part of the teacher's task. This study is a literature review of the Two Stay Two Stray (TS-TS) strategy in learning, seeking its application format in Arabic language learning, specifically in Muthola’ah. Based on the existing literature review, there are not many designs and plans for implementing this strategy in Arabic language learning. One of the novelties of this research is the formulation of the TS-TS strategy design based on a literature review of various existing studies, integrated with the specificities of teaching Arabic, especially Muthola’ah, using the direct method applied at Walisongo Ngabar Islamic Boarding School in Ponorogo, East Java.

Selectivity to acoustic features of human speech in the auditory cortex of the mouse

A better understanding of the neural mechanisms of speech processing can have a major impact in the development of strategies for language learning and in addressing disorders that affect speech comprehension. Technical limitations in research with human subjects hinder a comprehensive exploration of these processes, making animal models essential for advancing the characterization of how neural circuits make speech perception possible. Here, we investigated the mouse as a model organism for studying speech processing and explored whether distinct regions of the mouse auditory cortex are sensitive to specific acoustic features of speech. We found that mice can learn to categorize frequency-shifted human speech sounds based on differences in formant transitions (FT) and voice onset time (VOT). Moreover, neurons across various auditory cortical regions were selective to these speech features, with a higher proportion of speech-selective neurons in the dorso-posterior region. Last, many of these neurons displayed mixed-selectivity for both features, an attribute that was most common in dorsal regions of the auditory cortex. Our results demonstrate that the mouse serves as a valuable model for studying the detailed mechanisms of speech feature encoding and neural plasticity during speech-sound learning.

Study of Egyptian Students' Chinese as a Second Language Learning Strategies

Chinese as a second language learning strategies are essential for foreign students to use when learning Chinese. Based on the literature of Egyptian Chinese language teachers' classroom practice and the collection of the types of language learning strategies used by Egyptian students to learn Chinese, the data sources and the results of learning strategy training, the article discusses the research methodology of Chinese as a second language learning strategies.

Exploring ESL Students’ Language Learning Strategies at an Independent Chinese Secondary School in Malaysia

LLSs (language learning strategies) are the strategies selected by learners to comprehend, retain, retrieve, and use information in language learning deliberately and consciously. It has been established that LLSs have significant effects on second language learning. The purpose of this study is to explore the LLSs employed by the ESL students in learning English language at one of the Independent Chinese secondary Schools in Malaysia. By adopting a case study approach, nine students of three proficiency levels (high, average, and low achievers) in the school were selected as participants. The investigation was framed through Oxford’s (1990) classification of LLS to contextualise the students’ LLS for thematic analysis. The findings reveal that high achievers often use metacognitive and cognitive strategies. The average achievers and low achievers often use a wide range of strategies. In addition, the students are able to self-direct their English language learning with the LLS they employed outside the formal classroom autonomously. Recommendations for further/future research related to LLS are provided.

Unveiling the Linguistic Landscape: The Gendered Impacts on Language Learning Strategies for Introverted Learners

<p style="text-align:justify">This study explores the impact of gender on the preferred English language learning strategies of self-perceived introverted students in Vietnam, given the burgeoning role of English as an international lingua franca. A mixed-methods approach, involving survey questionnaires and follow-up interviews, was utilized to gather both quantitative and qualitative data from a cohort of 68 English major undergraduates, 29 of whom self-identified as introverted via the Myers-Briggs Type Indicator (MBTI). The investigation provides a comprehensive understanding of the preferred language learning strategies among introverted learners, and specifically examines how gender influences these strategic choices. The results reveal that gender does not present significant differences in the preferred English language learning strategies of self-perceived introverted individuals. Regardless of gender, introverted language learners demonstrate a tendency towards compensation learning strategies, with specific strategies such as deductive reasoning, organizing physical environs, and error rectification receiving almost identical responses from both male and female participants. These findings suggest that the role of personality traits, such as introversion, should be considered in tailoring pedagogical approaches to meet individual learning preferences and needs. Further research is needed to explore this area in greater depth and to examine its broader implications for English language teaching pedagogy.</p>