Preferred Language Learning Research Articles

Ethiopian EFL Students’ Willingness to Communicate (WTC) and the Factors Associated With It in Oral Communicative English Classes

Communication, particularly verbal communication, is central to the development of a desired competence in a second or foreign language. Approaches such as communicative language teaching (CLT) in second language acquisition emphasize practical use of the target language for effective learning/acquisition. However, despite the necessity of using a target language to learn it, it has been a common phenomenon to observe most learners exhibiting passiveness, reticence, and unwillingness to participate in oral communicative opportunities in English as a foreign language (EFL) classes. This study therefore explored EFL students’ willingness to communicate (WTC) in oral communicative English classes together with the factors underlying with it in the Ethiopian higher education context. To this end, primary quantitative data were collected from a randomly selected sample of 450 EFL students taking oral communicative English courses followed by qualitative data from a sample of fifteen students selected again randomly to triangulate the results from the quantitative data. The results revealed that the target students had in general a low level of WTC in oral communicative English classes, and their WTC was affected by both psychological and contextual factors such as self-confidence, motivation, personality, language learning orientation and classroom environments. The findings indicate that EFL students’ WTC is a crucial component to increase students’ participation in oral communicative English classes by raising their self-confidence, motivation and awareness of language learning orientations, coupled with facilitating the language learning environment. It is therefore suggested that WTC needs to be given special consideration while designing and preparing ELT materials, and during instructions as well.

Softskill Base Arabic Language Teaching Model in Improving Talaqul Kalam for College Student in Universitas Sains Al-Quran Jawa Tengah Wonosobo

Arabic language learning has a major problem related to its renewal. Arabic language learning is always identical with grammatical (Qawa’id) aspects which seem to be rigid, complicated, and confusing. There are two major Arabic language learning orientations: as body of knowledge and mastery. The purpose of this research is to produce an Arabic language learning model based on soft skills to effectively improve the students’ Talaqah al kalaam at Universitas Sains Al-Qur’an (UNSIQ), Wonosobo, Central Java, Indonesia. This research was considered as a field study in the form of Research and Development (R&D) involving students from each faculty of Universitas Sains Al-Qur’an (UNSIQ), Wonosobo, Central Java, Indonesia. The research data were collected through observation, in-depth interview, questionnaire, test, and documentation. The collected data were then analyzed through several stages: (a) initial-product test analysis, (b) limited data trial result analysis, (c) extensive data trial result analysis, and (d) student learning response analysis. The research results showed that the Arabic language learning model based on soft skills had fulfilled the validity elements through Expert Judgment method and been considered very effective proven by the significant improvement in post-test results. This model was also proven practical proven by the test results showing that the supporting instruments, such as Course Learning Unit, Learning Module, Semester Learning Plan, Test Instrument, and Learning Implementation Sheet, were very good.

The language learning orientations scale and language learners’ motivation in Japan: A partial replication study

Motivation is central to success in most academic domains. This paper builds on previous research into measurement of motivation within the framework of self-determination theory. Instruments measuring motivation often need to be adapted, revised, and improved. There have been repeated calls for replication studies within second language acquisition, and yet there remains some reluctance to build on and develop previous research. To address this issue, this paper reports on a partial replication of Leeming and Harris (2022). That study employed Rasch analysis to investigate the functioning of the Language Learning Orientations Scale (LLOS), allowing identification of problematic items that negatively influenced measurement of the target constructs. Based on the results and discussion of that paper, for this study, questionnaire items were edited, resulting in a new version of the instrument, the LLOS-J. This revised survey was administered to a similar cohort of participants who also completed a test of English reading and listening proficiency. The LLOS-J was examined using the Rasch model, and relationships between data from this questionnaire and English proficiency were also investigated. Rasch analysis allowed comparison with the initial study. Results showed improvement in the unidimensionality of the external motivation construct, and improved fit to the Rasch model for individual items, although this improvement was limited. The relationship between motivational variables and English proficiency was different from the initial study, and possible reasons are discussed.

Impacts of Gender on Self-Perceived Ambiverts’ Preferred Language Learning Strategies

Impacts of Gender on Self-Perceived Ambiverts’ Preferred Language Learning Strategies

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>

Life Skills Approach in Arabic Language Learning at Islamic Boarding School-Based Madrasah Aliyah

This study aimed to find a life skills approach to learning Arabic in Islamic boarding schools based on Islamic high schools. This research is field research using qualitative methods. The location of this research is the Islamic boarding school-based Madrasah Aliyah. Using the form of observation, interviews and documentation in collecting data. As for analyzing the data, researchers carried out several stages of analysis, starting from data collection, reduction, review and evaluation. The results of this study cover two aspects, namely first, the Arabic language learning curriculum implemented in MA Salafiyah and MA Darussangadah is an integrated curriculum between the curriculum of the Ministry of Religion and the curriculum of Islamic boarding schools, based on classical studies and modern books with a language learning orientation. Arabic language actively or passively. Second, the Arabic language learning model at Madrasah Aliyah is based on Islamic boarding schools in Kebumen Regency, namely (1) Arabic learning at MA Salafiyah Wonoyoso is more oriented towards maharah lughawiyah (istima', kalam, qira'ah, and kitabah) as the basis of student competence. The process of learning Arabic is taught by integrating the four maharah lugawiyah through learning Arabic subjects, religious subjects, and linguistic practices in Islamic boarding schools; (2) Learning Arabic at MA Darussangadah develops learning Arabic that is oriented towards active and passive communication skills. This active communication skill is the skill of using spoken and written language. At the same time, the passive ability is the skill of understanding Arabic reading and other people's speech.

Preferred Language Learning Strategies Employed by Rural Secondary School Students in Learning English

Preferred Language Learning Strategies Employed by Rural Secondary School Students in Learning English

Preferred Language Learning Strategies by Year 6 Sub-Urban Primary ESL Learners in Learning Vocabulary

Preferred Language Learning Strategies by Year 6 Sub-Urban Primary ESL Learners in Learning Vocabulary

A Study of the Relationship between Foreign Language Anxiety and Motivation of English Language learners at intermediate level in Pakistan

Foreign Language Anxiety (FLA) is the unpleasant emotional response to learning a second language, whereas motivation is the fundamental urge to initiate foreign language study and the subsequent impetus to maintain the learning of language. Motivation and anxiety (though studied separately as well by researchers) have yielded groundbreaking results in this study. The researcher works to find the relationship between anxiety and motivation. The investigation employs a quantitative methodology and questionnaires. In order to accomplish this aim, Foreign Language Classroom Anxiety Scale (FLCAS) and the Language Learning Orientations Scale (LLOS) were administered to 318 participants of intermediate-level from Kohat's public colleges. For analysis, the data were subjected to Exploratory Factor Analysis (EFA), Correlation Analysis (CA), and Regression Analysis (RA) utilizing the Statistical Package for the Social Sciences (SPSS). As per the findings of the study, various forms of FL motivation are substantially associated with subscales of FL anxiety. In other words, students with various English learning motivations experience varying levels and types of anxiety. We discover a strong yet negative association between motivation and anxiety in this study. In addition, the study demonstrates that intrinsic motivation and amotivation have a greater relationship with anxiety and producing apprehension in language learners; therefore, motivating language learners by fostering their intrinsic motivation is likely to reduce their anxiety regarding English language learning. Teachers should utilize approaches that enhance pupils' intrinsic motivation. Anxiety was negatively associated with language accomplishment; consequently, in order to boost students' English language achievement, language tutors and students must take steps for decreasing FL anxiety. Teachers can reduce the anxiety of language learners by instructing them in learning processes, establishing goals that are neither too simple nor too tough, and employing anxiety-reduction approaches.

Language Learning Strategies Employed by Non-English Majors at Nong Lam University, Vietnam

Learning strategies have a strong effect on students’ success in foreign language learning. In fact, they are considered tools for active and self-directed engagement, which is vital for developing communicative competence. Language learning strategies also enable students to take responsibility for their own learning progress. This study was carried out to identify the preferred language learning strategies which are most frequently employed by non-English major students at Nong Lam University, Ho Chi Minh City, Vietnam. The research was conducted with 725 undergraduate students with a descriptive quantitative method. The data was collected using a Vietnamese questionnaire adapted from Strategy Inventory for Language Learning (SILL) originally developed by Oxford (1990). The Statistical Package for Social Sciences (SPSS) version 22.0 software was used to analyze the data obtained from the questionnaire. The findings revealed that non-English majors used language learning strategies at a medium level of frequency. They didn’t equally use all 6 strategies in their learning, which probably impeded their progress of language learning. The most frequently used strategies by the learners were metacognitive strategies, followed by memory, affective, cognitive compensation and social strategies as the least preferred ones. Pedagogical recommendations for lecturers are also discussed in the paper.

Preferred Language Learning Strategies for Speaking Skills among Female Secondary Students

Speaking skills play a vital role in communication as it is a tool for acquiring English language elements, including other language skills. However, language learning strategies are crucial for students' speaking skills, especially the young ones. Gender has proven to have a significant influence on the language learning approaches utilized. Female students use more strategies than male students; they also use different strategies and have distinct language learning preferences. Hence, this study aims to identify Language Learning Strategies employed by female students of a convent school in Selangor to improve their speaking skills and to identify their preferred language strategies for speaking skills. This study used a questionnaire, and data were analysed using frequency and percentages. The findings showed that female students preferred cognitive and social strategies to enhance their speaking skills. This study implies that further research on the preferred learning strategies should also include the teacher's perception of the efficient learning strategies that significantly impact the student's learning.

English use anxiety, motivation, self-efficacy, and their predictive effects on Chinese top university students' English achievements.

The present study examined English use anxiety, motivation, self-efficacy, use of English, and their predictive effects on top university students' English achievements. Two hundred and twenty-three students of the Top-Notch Students of Basic Disciplines Training Program in a top Chinese university answered a battery of questionnaires, which consisted of the 8-item English Use Anxiety Questionnaire, the 5-item Motivational Self-Talk Questionnaire, the 3-item Self-Efficacy Questionnaire, the 19-item Language Learning Orientations Questionnaire, and a Background Information Questionnaire. Analyses of the data revealed the following major findings: (1) the participants had a low level of extrinsic motivation-introjected regulation, a low-to-medium level of English use anxiety, extrinsic motivation-external regulation, intrinsic motivation-knowledge, and a medium-to-high level of motivational self-talk, self-efficacy, extrinsic motivation-identified regulation, intrinsic motivation-accomplishment, and intrinsic motivation-stimulation, (2) use of English anxiety (UAE) and language learning orientation were generally significantly negatively correlated with each other, and significantly correlated with other measured variables, (3) UAE and intrinsic motivation-knowledge significantly predicted the participants English achievements, measured both by standardized test scores and self-rated overall English proficiency, and (4) use of English and self-efficacy mediated the effects of English use anxiety and language learning orientations on the participants' English achievements. These findings further pinpoint the importance of anxiety and motivation in second/foreign language learning.

Measuring Foreign Language Students’ Self‐Determination: A Rasch Validation Study

AbstractSelf‐determination theory has been applied in various educational contexts. Language learning researchers have used factor analysis and structural equation modeling to investigate measures designed for this theory, but Rasch analysis has not been conducted. The Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) and the Language Learning Orientation Scale (LLOS) were adapted for a Japanese tertiary educational context and administered to 600 students. Rasch analysis was applied to investigate the dimensionality of the measures and functioning of individual items. Regression analyses were used to examine the relationship between motivation and performance on an English reading and listening test. Results showed that the constructs were largely unidimensional, supporting use of these measures in future research, although problems with individual items suggest that revisions should be made. Regression analyses revealed that external forms of motivation had limited impact on performance, suggesting that teachers should attempt to enhance students’ internalized forms of motivation.

A Case Study of English Language Learning Strategies used by Engineering Students in Malaysia

The aim of this paper is to investigate the language learning strategies employed by 22 technical university undergraduates in Malaysia, particularly in oral presentation skills. The study employed focus group interviews and the data gathered were recorded, transcribed and analysed thematically based on O'Malley and Chamot's (1990) taxonomy. The findings showed that the participants used more metacognitive and cognitive strategies compared to the social and affective strategies. The study highlights that students' preferred language learning strategies may not always be effective. Hence, educators have to identify effective language learning strategies for their students and scaffold students' learning into using appropriate strategies.

The effect of college students' English learning using YouTube on their learning motivation and learning attitude

The purpose of this study was to explore the effect of English learning using YouTube on learning motivation and attitude of today’s college students, so-called digital natives’ living in the Corona era. A total of 113 university students from various majors participated in the study. During the twelve-week period of the study, students learned English outside of their online class sessions using YouTube in a self-directed and autonomous way. To examine the change of students’ motivation and attitude, an online survey was conducted at the beginning of the semester and at the end of the semester, then a paired sample t-test was performed. The survey questions regarding students’ motivation and attitude were created based on the Language Learning Orientation Scale (LLOS). Results of the study showed a significant improvement in both students’ intrinsic and extrinsic motivation regarding English learning using YouTube. As for the amotivation, there were not significant differences between pre and post survey results. Finally, there was an overall positive change in students’ attitude towards learning English. Based on the results of this study, pedagogical implications on using YouTube as a useful and educational tool for further studies are suggested.

Enhancing foreign language motivation through the magic of cooperative learning: Dream or reality?

AbstractMotivation, a major contributor to the acquisition of language skills, can be promoted consciously through principled methods. This study investigated the impact of cooperative learning (CL) on foreign language (FL) learners' motivation in Iran. Both quantitative and qualitative measures were applied to pursue the aims of this study. The participants were 180 male and female intermediate FL learners in three groups. The Experimental Group 1 (N = 60) received two CL techniques: Student Teams‐Achievement Division and Cooperative Integrated Reading and Composition (CIRC). The participants in Experimental Group 2 (N = 60) received Round‐Table and Think–Pair–Share techniques. The participants in the Control Group (N = 60) were taught the same materials conventionally without any CL strategies. The Language Learning Orientations Scale (LLOS‐IEA) was used before and after the intervention to track changes in FL learners' motivation. The results indicated that the integration of CL techniques into FL classrooms had a significant impact on FL learners' motivation in both experimental groups. The post‐hoc Tukey's Test also depicted no statistically significant difference between the two experimental groups after the intervention. The results of Kruskal‐Wallis test comparing the three groups in subscales of LLOS also revealed that all subscales—amotivation, intrinsic (Knowledge, Accomplishment, and Stimulation) and extrinsic (External Regulation, Introjected Regulation, and Identified Regulation) motivation—were statistically significant. In addition, the analysis of the qualitative data revealed some cultural and contextual constraints associated with Iranian context.

Language Learning Strategies in Acquiring English Language Skills among Year 5 Pupils in Rural Areas in Southern Malaysia

Language Learning Strategies (LLS) and their advantages in enhancing and acquiring second language learning skills are not consciously known, especially to young learners. The main objective of this study is to identify the most preferred language learning strategies by the Year 5 primary pupils in rural areas in Southern Malaysia and the least practiced strategies in learning the English language. This study adopted a quantitative research design by adapting the Strategy Inventory for Language Learning questionnaire as a research instrument. The data was collected from 70 respondents by using a simple random sampling technique and then analysed descriptively. Through a comparison of means, this study had discovered that various strategies were practiced by the respondents. However, the most employed strategy is memory strategies, while the affective strategies are favoured the least. It is hoped that this study may give some insights and benefits to the ESL teachers in enhancing their teaching and learning process by introducing and emphasising various learning strategies for better self-regulated learning.

Language Learning Strategies Used for Reading Skill by Pupils in Selected Rural Schools in Sarawak

Rural schools in Malaysia strive to progress on par with their counterparts in urban schools despite their differences. Pupils learning in the rural schools may not experience a similar level of exposure to English as the pupils in the urban schools. It is seen essential to understand the learning process experienced by pupils in rural schools to progress in learning. Language learning strategies are a crucial element in the learning process and action that aid the use and acquisition of language. It is hypothesized that one factor influencing the development of reading skills was the pupils' learning strategies. This study aims to examine the learning strategies used among rural primary school pupils in developing their reading skills. In this study, quantitative research design was administered through the use of survey. The data was collected through questionnaires of Young Learners’ Language Strategy Use Survey by Andrew D. Cohen and Rebecca L. Oxford (2002). Four selected schools are situated in the rural areas of four districts in Sarawak. The data collected were analyzed quantitatively. The major finding of this study resulted in the two highest percentages of preferred language learning strategies by the pupils in the selected rural schools namely the affective strategy and the cognitive strategy. The findings will be able to benefit the educators by giving new insights on appropriate reading strategies that would impact optimally as well as improving the pupils’ learning progress awareness concerning reading skill. This reflects on the current teaching of English reading skills and what can be done to give a more impactful reading outcome. On this basis, consideration of the types of reading materials, reading tasks and readers’ aspects should be taken into account when designing reading lessons.

Online engagement during COVID-19: Role of agency on collaborative learning orientation and learning expectations.

During the COVID‐19 outbreak, students had to cope with succeeding in video‐conferencing classes susceptible to technical problems like choppy audio, frozen screens and poor Internet connection, leading to interrupted delivery of facial expressions and eye‐contact. For these reasons, agentic engagement during video‐conferencing became critical for successful learning outcomes. This study explores the mediating effect agentic engagement has on collaborative language learning orientations (CLLO) within an EFL video‐conferencing course to understand better how interactions influence academic learning expectations. A total of 329 (Male = 132, Female = 197) students were recruited from four South Korean universities to participate in this questionnaire study. Data analysis was carried out using the statistical software packages SPSS, and a series of data screening procedures were carried out. Findings revealed that collaborative language learning orientations were a statistically significant predictor of academic learning expectations, but this relationship was fully mediated when agentic engagement was added to the model. Students with a propensity for social language learning strategies believe they will succeed; however, this relationship is explained by their propensity to interact with the instructor when video‐conferencing. An assortment of learning activities should be provided to support both collaborative and individual learning orientations for academic success. Students with collaborative learning tendencies and a propensity to actively engage the instructor during video conference classes are active participants in the eLearning context, possibly leading to positive course expectations.

Multiple Intelligences and Language Learning Strategies: Mental Choices and Preferred Strategies in Learning English as Second Language

Exploring mental choices and preferred language learning strategies of ESL learners can help language teachers to recognize their strengths and weaknesses. After knowing the preferences of the learners in learning English, Language teachers can reconsider or re-strategize their techniques, methods, and approaches for better proficiency and promising results. The current study aims at exploring the mental choices and preferred strategies of the learners in learning English as a second language in Pakistan. Base don convenient sampling, a sample of four hundred participants was selected from all four provinces of the country. The learners were surveyed through questionnaires. In response to the questionnaire on multiple intelligence, the respondents showed their mental inclinations towards musical, picture smart, and people smart intelligence. The researchers, keeping mental choices to multiple intelligence in mind, concluded that the learners could learn best if taught in rhyme, with pictorial demonstrations, and in group activities. The respondents, while responding to the Strategy Inventory of Language Learning (SILL), showed their preferences for Mnemonic (Memory), compensation, and effective strategies. The study rounded off with the suggestion that the teachers should give attention to every individual learner in the classroom.