English Language Learning Strategies Research Articles

Enhancing English Learning for Elementary Students Through Children's Songs

Learning and teaching activities occur almost every day in the classroom between teachers and students. In this context, the process is usually thought of as the teacher delivering material to students while the students listen to the teacher's explanation. Learning in the classroom can occur if an interaction or synergy is created from various factors that support the teaching and learning process such as the presence of teachers, students, curriculum, teaching methods or techniques, teaching media and others. In this case, a learning activity is carried out to achieve learning objectives. This study aims to investigate the effectiveness of using children's songs as a method of learning English in elementary schools. The research method used is qualitative research with a literature study approach. The research results show that the use of children's songs in English learning in elementary schools can increase students' motivation, strengthen their language skills, and facilitate enjoyable learning. Children's songs help students internalize English vocabulary, grammar and intonation more effectively. These findings provide important insights for the development of English language learning strategies that focus on students' active involvement. It is hoped that the results of this research can become a basis for developing a more innovative and student-oriented English language learning approach in elementary schools.

English Language Learning Strategies Integrated with Technology to Improve the Learning Outcomes of Junior High School Students in Palu City

This study investigates how English language learning strategies integrated with technology impact the learning outcomes of junior high school students in Palu City. The research employs a mixed-methods approach, combining quantitative surveys, pre- and post-tests, qualitative interviews with teachers, and classroom observations. A total of 150 students from three schools participated, providing data on their perceptions of technology in learning English and their proficiency in reading, writing, speaking, and listening skills. Quantitative analysis revealed significant improvements in all tested skills following the implementation of technology-integrated strategies, supported by statistical findings (p < 0.05). Surveys indicated positive student attitudes towards technology, citing increased understanding, motivation, and enjoyment in learning English. However, challenges such as limited digital access outside school hours were identified. Qualitative insights from teacher interviews highlighted benefits like enhanced student engagement but also underscored the need for ongoing professional development and equitable access to digital resources. Classroom observations illustrated varied implementation and student engagement levels, emphasizing the importance of pedagogical alignment and effective use of technology in language teaching. This study contributes to the discourse on technology-enhanced education in diverse contexts, offering practical recommendations for improving English language learning outcomes in Palu City's junior high schools.

Learner Autonomy, Language Learning Strategies and English Language Proficiency of Filipino Senior High School Students

This study assessed students’ knowledge by looking at their learner autonomy in English language learning, the extent of language learning strategies and their English language proficiency. A descriptive method of research was used in this study. The respondents of this study were senior high school students of Magsaysay District during the second semester of the Academic Year 2022-2023. They were selected through a proportional random sampling technique. Several instruments were used by the researcher including the survey questionnaires about learner autonomy in English language learning, the extent of language learning strategies as well as the students’ English language proficiency. It was found that the senior high school students of Magsaysay District have a high level of learner autonomy in English language learning in terms of cognitive, affective motivational, action-oriented and social while moderate in terms of metacognitive. Senior high school students of Magsaysay District have a high level of language learning strategies in terms of compensation, social, metacognitive, cognitive, memory and affective. They have an average level of English language proficiency in terms of grammar, vocabulary and reading comprehension. Findings also showed that there is a significant relationship between learner autonomy in English language learning and language learning strategies, between language learning strategies and English language proficiency. However, learner autonomy in English language learning does not affect English language proficiency. Furthermore, results indicate that cognitive best predicts learning language strategy, as well as English language proficiency and cognitive strategy best predicts English language proficiency. In conclusion, the higher the learner autonomy in English language learning, the higher the extent of language learning strategies and the higher the extent of language learning strategies, the higher the English language proficiency.

HOW LEARNERS PERCEIVE THE KAMPUNG INGGRIS LC INSTAGRAM ACCOUNT FOR ONLINE ENGLISH LEARNING

The objective of this study was to assess the way in which learners perceive the Kampung Inggris LC Instagram account as a tool for online English language learning. The research utilized a quantitative approach and employed purposive sampling. A questionnaire, featuring a Likert scale, was distributed to 36 respondents in order to collect data on learners' perceptions of the Kampung Inggris LC Instagram account. Descriptive analysis techniques, such as creating frequency tables, were used to analyze the data and present detailed results. The study provided a comprehensive overview of learners' perceptions regarding the effectiveness of the Kampung Inggris LC Instagram account in facilitating online English language learning. The final results indicated that the use of the Kampung Inggris LC Instagram account had a significantly positive impact on learners' English language skills, with an average positive percentage of 83.8% (strongly agree). These findings are valuable for the improvement of English language learning strategies through online platforms.

Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

In the wake of China's educational internationalization policy and the technological shifts post-COVID-19, the mode of educational globalization has undergone significant transformations. In this context, this study investigates the academic English writing challenges of Chinese international high school students (CIHSSs) in a blended English as a foreign language (EFL) and English as a second language (ESL) learning environment. Drawing on Vygotsky's sociocultural theory and prior research, the study examines the specific hurdles CIHSSs face in academic writing. Previous research has highlighted various difficulties in academic English writing for international students; however, a significant research gap exists concerning high school students, especially in blended learning context settings. To fill this gap, this qualitative case study explores CIHSSs’ English language learning experiences, focusing particularly on their academic writing challenges in a blended EFL and ESL context. Through semi-structured individual interviews with three CIHSSs, the study conducts a thematic analysis to identify key challenges across five areas: cultural differences, unfamiliarity with academic norms, language proficiency limitations, communication barriers, and technological adaptation issues. The findings emphasize the importance of communication, especially peer support and collaborative learning, underlining the need for effective English language learning strategies (ELLSs). These insights are vital for educators and learners to navigate the complexities of blended EFL and ESL learning environments effectively.

Unlocking the secrets of extroverted learners: a mixed-methods dive into English language learning strategies and preferences

Unlocking the secrets of extroverted learners: a mixed-methods dive into English language learning strategies and preferences

The English Language Difficulties and Language Learning Strategies of Foreign Students

The English Language Difficulties and Language Learning Strategies of Foreign Students

A Pivotal Stride towards Learner Autonomy: Utilising Language Learning Strategies in an ESL University

Research has revealed that utilisation of the English language learning strategies (ELLSs) is essential for supporting learner autonomy (LA). Yet, most of these studies focus on English as a foreign language, leaving studies on English as a second language on the fringes of current literature, though the two are distinct. Thus, this paper examined the effect of ELLSs on LA of ESL technical university students, as well as the individual effects of the six categories of ELLSs (memory, cognitive, compensation, metacognitive, affective and social strategies) on LA. A quantitative cross-sectional survey was conducted on 2022/2023 first-year 773 students who were selected through stratified random sampling. Oxford’s Strategy Inventory for Language Learning (SILL) and Karabıyık’s measures of learner autonomy were used to assess ELLSs and LA, respectively. Data were collected via google form. A multiple regression analysis was used to test the proposed research model. The results revealed that ELLSs have a positive impact on LA. While all six categories of ELLs improved LA, affective strategies improved LA the most. Despite the significance of affective strategies in fostering LA in this study, earlier research has largely focused on affective factors such as motivation, for autonomous learning. Thus, this study reveals a novel finding that affective strategies may be the most effective at facilitating autonomous learning in an ESL context, specifically a university setting in Ghana. The study backs up the Constructivism theory's claim that learner autonomy occurs as a result of social interaction, which includes learning strategies. The study confirms that in a Ghanaian ESL context, when the learners utilise ELLSs, they go through the zone of proximal development (ZPD) until optimal performance is achieved (in this context until the learner becomes an autonomous learner). Thus, Ghanaian technical university English teachers should be trained on effective ELLSs use to help students adopt appropriate ELLSs to improve their autonomous learning.

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>

Analyzing non-English major students’ needs, attitudes, and English language learning strategies

Students learn English with different educational backgrounds at university level. Through this course, students can get the opportunity to develop their English competence for their learning success and future professional needs. To maximise the attainments of the goals, ESP teachers need to design ESP courses relevant to the students’ needs and conditions. This study surveyed 180 non-English major students to investigate their needs in learning English, learning attitude, and language learning strategies. The results reveal students still lacking in all English skills and language use. Therefore, ESP teachers should provide learning materials and inputs that can develop students’ English competence. ESP teachers need to struggle to make non-English major students hold a positive attitude toward English language learning. This finding showed that even though the students had confidence and motivation in learning English, they felt anxious and insecure during the teaching and learning process. Since this study involved non-English major students from different educational backgrounds, it was found that students’ language learning strategies were various. The results did not show certain strategies used by the students in learning English in higher education. ESP teachers should provide a variety of teaching techniques that can help students maximise their English language learning.

Uncovering the Edge of Ambivertedness in Acquiring the English Language

The current study endeavors to investigate the preferred English language learning strategies among individuals who self-identify as ambiverts. A mixed-methods research design, comprising a survey questionnaire and follow-up interviews, was implemented to gather data from a sample population of 68 English-major students, of which 22 self-identified as ambiverts. The study aimed to elucidate the influence of the balance between introversion and extroversion on ambiverts’ favored learning strategies and to examine the benefits this balance provides in terms of selecting strategies that are best adapted to their unique needs and preferences. The results demonstrate that ambiverts favored affective learning strategies, such as musical accompaniment and positive self-talk, as well as compensatory strategies, such as deductive reasoning and seeking assistance. Furthermore, ambiverts displayed a proclivity for metacognitive strategies, including the recognition of faults and focusing on specific tasks, and memory-related strategies, including the utilization of color-coding and the integration of images and keywords. The study also revealed that social strategies, such as collaboration with others and seeking clarification, were favored by ambiverts, emphasizing the significance of interaction and engagement in the learning process. These findings have important implications for language educators and may inform the development of more inclusive learning materials that cater to a broad range of learning styles, including ambiverts, and enhance the effectiveness of language instruction.

A Study of English Language Learning Strategies Used by Pre-service Teachers in Sagaing University of Education

A Study of English Language Learning Strategies Used by Pre-service Teachers in Sagaing University of Education

Enhancing English Language Proficiency: Strategies For Improving Student Skills

English language proficiency is a critical skill for academic success, particularly for culturally and linguistically diverse students. This article aims to provide educators with effective strategies to assist these students in developing the literacy skills necessary for academic success. The problem is that English language learners (ELLs) have particular educational needs that require specialized teaching approaches. The purpose of this article is to provide educators with effective strategies to assist ELLs in developing literacy skills crucial for academic success. The Qualitative method used is a review of literature, including theories of language acquisition and learning, differences in social and academic language, and effective English language learning strategies employed by successful language learners. The participants of this study were Thirty Students in one of the senior high schools in Lombok Timur. The results of this review include six essential strategies for teaching ELLs, including cultivating relationships and being culturally responsive, teaching language skills across the curriculum, using real objects to illustrate concepts, role-playing or pantomiming, pointing to pictures, and employing total physical response.

A Study of ESP Students' English Language Learning Beliefs, Strategies, and Academic English Achievement

This study set out to examine students' academic English competency, as well as their perspectives on the language-learning process and the methods they employ to succeed. Quantitative techniques were used in this study, including descriptive and correlational designs. The BALLI and SILL tests, as well as the final English exam scores of first-year students, were used as indicators. The research sample consisted of sixty-six first-year management students from Kendriya Vidyalaya Sangathan. Data were analyzed using descriptive statistics, multivariate correlation, and the Pearson Product Moment correlation. Motivation and expectations ranked highest (M = 3,65), followed by the nature of language learning (M = 3,35), the ability to speak a foreign language (M = 2,97), the method of learning and communication (M = 2,86), and the difficulties associated with language learning (M = 2,74). Students used metacognitive techniques (3.35 times as often as memory strategies (3.28 times), cognitive strategies (3.28 times as often as memory strategies), emotional strategies (3.24 times as often as social strategies (3.28 times as often as compensating methods (3.18 times as often as memory strategies), and so on. Beliefs and techniques were found to have a positive and indirect link with students' English academic achievement (R.035). Academic English performance correlated positively but not significantly with attitudes towards learning the language (r =.145, p 0.245 > 0.05), while it correlated negatively but significantly with strategies for learning English (r = -.144, p 0.248 > 0.05).

Pengaruh Pemberian Tes Lisan Sebelum Pembelajaran terhadap Pencapaian Hasil Belajar Bahasa Inggris Mahasiswa Program Studi Pendidikan Agama Islam STIT Palapa Nusantara Lombok

This research aims to investigate the influence of administering an oral test before learning on the achievement of English language learning outcomes among students at STIT Palapa Nusantara Lombok. In the teaching and learning process, administering an oral test before learning can have benefits such as enhancing learning motivation, stimulating mental preparation, and identifying students' learning deficiencies and needs. The method used in this research is an experimental method with a Posttest-Only Control Design. The study was conducted on students of the Islamic Education Study Program in the even semester of the academic year 2022/2023 at STIT Palapa Nusantara Lombok. The experimental group received treatment in the form of an English oral test before learning, while the control group did not receive this treatment. Data were obtained through the oral test before learning and the learning outcome test (final test) given to both groups. Data analysis was performed using instrument validity and reliability tests, descriptive statistics, normality test, homogeneity test, and mean difference test. The data description results showed different average values between the experimental group and the control group. The statistical analysis showed that administering an oral test before learning has a significant influence on the achievement of English language learning outcomes among students at STIT Palapa Nusantara Lombok. This research is expected to provide a better understanding of the influence of administering an oral test before learning on the achievement of English language learning outcomes among students. The results of this research can serve as a reference in the development of effective English language learning strategies at STIT Palapa Nusantara Lombok and other higher education institutions.

DIY (Do-It-Yourself) English Language Learning and Practice at Universitas Negeri Makassar

This phenomenological study explores the experiences, motivations, and challenges of students at Universitas Negeri Makassar engaging in DIY (Do-It-Yourself) English language learning and practice. The research aims to gain insights into self-directed language learning and provide valuable information for educational practices and policies in the university context. A purposeful sample of 15-20 students, representing a diverse range of experiences, was selected to participate in the study. Data collection involved a combination of semi-structured interviews, focus group discussions, and reflective journals, allowing for a comprehensive understanding of the students' perspectives. Inductive thematic analysis was employed to identify key themes and patterns in the data, with the findings presented as a rich, descriptive narrative. Strategies for establishing trustworthiness included triangulation of data sources, member checking, and peer debriefing. This study contributes to our understanding of DIY language learning by highlighting the DIY English language learning strategies, benefits and challenges, and students’ ways of assessing DIY English language learning at Universitas Negeri Makassar, ultimately informing future educational practices and policies.

Unlocking the Secrets of Introverted Students: A Mix of Methods to Comprehend Their English Language Learning Strategies

Unlocking the Secrets of Introverted Students: A Mix of Methods to Comprehend Their English Language Learning Strategies

Empowering Students’ Language Learning Strategies through Effective Teaching: Insights from Successful Nepalese English Practitioners

English proficiency is a crucial aspect of education in Nepal, as it is in high demand in various professional fields. The development of proficiency depends on the strategies used in learning. So, this study aims to explore the learning strategies used by Nepalese English practitioners to develop their English proficiency over different time spans. The study also examines to what extent these strategies were influenced by formal teaching and teachers. The study collected English learning stories from twenty English practitioners across various parts of Nepal via email. Using the ‘analysis of narratives’ framework, also known as the ‘paradigmatic mode of analysis,’ the narratives were analysed to identify the primary learning strategies employed by the practitioners. The study found that the majority of the practitioners used imitation, recitation, and copying as their primary learning strategies. However, a few practitioners also developed their unique strategies. Formal instruction and teacher encouragement had significant influence on the learning strategies employed by nearly all of the participants. The findings suggest that formal instruction and teacher encouragement play an essential role in shaping the English language learning strategies of Nepalese English practitioners. This study has important implications for language educators as it provides insights into the learning strategies that may be effective in promoting English language proficiency among Nepalese learners.

Use of English Language Learning Strategies in an Online Setting among High School Learners in Cameroon

Learning and acquiring English requires time, effort and commitment, under the best of circumstances. This language acquisition must go through stages. For speakers of other languages, especially those in secondary and high school, there is usually not enough time. In the context on online learning, the difficulties and challenges encountered by these learners are sometimes insurmountable. These learners need strategies and structure. This paper investigated the English language learning strategies that high school ESL learners use during online instructions and interactions. The respondents are secondary students at Government Bilingual High School, Santchou, a rural commune in Cameroon. During the Covid-19 pandemic, schools transitioned to online teaching. One hundred and eight (108) respondents completed a strategy inventory for language learning (SILL) questionnaire. The research used both quantitative and qualitative analyses. Analysis of the data collected shows that there is no significant difference in the use of English language learning strategies of the respondents in an online setting when grouped according to profile variables. In an online setting and studying on their own, the respondents rely on memory, cognitive, meta-cognitive, affective, and social and compensation strategies to various effects. The overall mean is 3.35. Compensation Strategies and Meta-cognitive Strategies are highly used, at 3.48 and 3.44 respectively. The least used were Social Strategies. The researcher concludes that there is a relationship between second language learning and acquisition and strategy inventory for language learning. The study hopes to improve English language curriculum, instruction, and teaching methods in an online setting. There should be a conscious effort to integrate learning strategies consistently during daily instructions. Future research should focus on online English language learning that integrates language-learning strategies.

ASSESSING THE IMPACT OF CONVERGENT THINKING ABILITY ON ENGLISH SPEAKING PROFICIENCY

Speaking in English is an important skill to master to gain an upper hand in a person’s academic and professional life. Different countries, where English is considered to be a foreign language, are emphasizing developing English language learning and teaching strategies to gain the status of globalization. To achieve this goal, English speaking skills play a crucial role as it is an effective mode of communication to connect with the world. This created an immense need to research how to develop the speaking skills of students studying at the university level. Therefore, this study researched the impact of convergent thinking ability to enhance English speaking proficiency among students. The instrument used to obtain the results are—Remote Associates Test (RAT) and Speaking Proficiency English Assessment Kit (SPEAK). At the end of the research, it was determined that if the education sector focuses on developing students' convergent thinking ability then the process of enhancing English speaking proficiency becomes easier.