Language Learning Strategies Research Articles

Metacognitive listening awareness, language learning strategies, and reading comprehension among Chinese EFL learners

Metacognitive listening awareness, language learning strategies, and reading comprehension among Chinese EFL learners

Unlocking the Secrets of Arabic Learning: Implementing the Al-Syamiyyah Al-Syafahiyah Method as an Effective Alternative in Schools and Islamic Boarding Schools

This research aims to analyze the contribution of the Al-Syamiyyah Al-Syafahiyyah method as a suitable foundational strategy in basic Arabic language learning. The study is motivated by the limited understanding within the education community regarding Arabic language teaching methods. The qualitative approach with descriptive analysis is used, analyzing various selected literature to answer and support the findings. Based on the research results, it can be concluded that the Al-Syamiyyah Al-Syafahiyyah method is a strategic approach that should be implemented in basic Arabic language learning. However, it is essential to consider both the strengths and weaknesses of this method, as not all aspects may be effectively implemented. This research sheds light on the significance of the Al-Syamiyyah Al-Syafahiyyah method as a valuable tool in Arabic language education and emphasizes the need for further exploration and refinement of language teaching approaches. By understanding and implementing this method effectively, educators can enhance the learning experience and proficiency of students in basic Arabic language skills.

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.

Exploring Language Learning Motivation and Strategies in Viet-namese High School Students: A Case Study in Ho Chi Minh City

This study investigates the motivation and learning strategies of high school students in Ho Chi Minh City, Vietnam, and explores the relationship between these two factors. The research involved 76 students from Dang Khoa private high school who completed adapted questionnaires to assess their types of motivation (intrinsic or extrinsic) and language learning strategies. Instruments were modified from established scales - Chang's (2005) and Vaezi's (2008) for motivation, and the Strategy Inventory for Language Learning, Version 7.0 (Oxford, 1989) for strategies. The findings indicate that the extrinsic motivation (e.g., external pressures, instrumental goals) was more prevalent than intrinsic motivation (e.g., personal interest, enjoyment) among the participants. In addition, a positive correlation was found between motivation level and strategised learning. Students with stronger motivation tended to employ a wider range of learning strategies. Based on these results, the study concludes with recommendations for educators to enhance student motivation and support their strategic use of learning practices for effective English language acquisition.

ANALYSIS OF CHINESE STUDENTS’ USE OF ENGLISH AS A SECOND LANGUAGE LEARNING STRATEGIES AT A COLLEGE IN HEILONGJIANG PROVINCE, CHINA

This research mainly focused on the Chinese students strategies for learning English as a second language during the academic year 2023 at a college in Heilongjiang, China. A total of 292 students from the school of English at a college in Heilongjiang Province were surveyed in this study. The study adopted a questionnaire focused on students learning strategies to learn English as a second language. Based on research objectives, the researchers used frequency, percentage, mean, standard deviation, independent sample t-test, and one-way ANOVA to analyze the collected questionnaires. Accordingly, the results showed that: 1) college students used both direct and indirect strategies for their English learning at a high level; 2) there were no significant differences in students' use of second language learning strategies according to their gender; 3) however, there were significant differences in students' use of second language learning strategies according to their grade, home location, and family income. The researchers discussed each finding and provided related recommendations for encouraging students strategies for learning English as a second language at Chinese colleges.

Effectiveness of Poster Presentation Method for Vocabulary Enhancement of International Information Technology University Students

This paper investigates the impact of employing poster-making activities on the vocabulary proficiency of intermediate-level International Information Technology Students. The study focuses on a sample of four groups, each comprising 15 students, randomly assigned to either the treatment or control condition. The treatment group engages in structured poster-making exercises centered around IT-related terminology, while the control group receives conventional vocabulary instruction through traditional methods. Pre- and post-assessments, consisting of standardized vocabulary tests, will be administered to all four groups to measure vocabulary acquisition. Statistical analysis will be employed to compare the pre- and post-test scores between the treatment and control groups, while controlling for any initial differences in vocabulary proficiency. This article strictly adheres to a quantitative methodology, focusing on objective measurements of vocabulary gains. The study aims to provide empirical evidence regarding the effectiveness of poster-making activities as a supplementary tool for vocabulary enhancement in the context of Information Technology education. The findings of this study will contribute to the growing body of literature on innovative language learning strategies tailored to specialized fields like information technology. Additionally, the results will offer practical insights for educators and curriculum developers seeking evidence-based approaches to address the unique language learning needs of students in technical disciplines.

The Impact of English-Speaking Films and Songs on English Language Acquisition

This study investigates the effectiveness of immersion and entertainment in the process of language acquisition, with a specific focus on the utilisation of English films and songs. The statement emphasises the educational value of films, which utilise visual clues and storytelling to facilitate comprehension. It also specifies genres that are particularly helpful for English language learning. An investigation of popular English songs explores the impact of rhythm, repetition, and personal involvement in language acquisition. The cultural observations offered by these media types emphasise the significance of cultural environment in the process of acquiring knowledge. The text explores the challenges associated with relying only on entertainment for language acquisition and emphasises the importance of incorporating traditional learning approaches. The resource provides practical advice for learners and presents case examples of successful language acquisition via films and music, offering a thorough perspective on this language learning strategy.

Gamification for teaching the Arabic language to non-native speakers: a systematic literature review

Learning the Arabic language through gamified methods is beneficial, particularly for beginners. Gamification provides an enjoyable and challenging experience for the learners, motivating them to become committed and participate in the classroom activity. The students develop a more competitive spirit and anticipate their chances of achieving high scores for each game level and ranking high against fellow learners. Game elements such as feedback and audio pronunciations assist in user engagement with the teacher and other learners. This systematic literature review critically synthesizes past literature to create an understanding of the application and effectiveness of gamified learning strategies for Arabic language learning. PRISMA technique was used to conduct a systematic review, and after final scrutiny, 15 articles were shortlisted for review. The findings suggested that gamification improves learner motivation, engagement, and achievement in mastery of Arabic vocabulary and grammar among non-native speakers. The degree of motivation is influenced by the teacher’s perception, attitude, enthusiasm, and commitment to gamified learning strategies. The findings of this systematic review can help language instructing institutions to emphasize gamification to enhance the motivation of learners and increase their learning abilities. Moreover, it can be helpful for instructors of the Arabic language, and they can realize the importance of gamification in teaching Arabic to non-native speakers.

Examining the Foreign Language Writing Experiences of Computer Engineering Students

<i>Identifying the relation between the processes of programming and foreign language writing may lead to new directions for programming language and natural language focused instructional design. The present qualitative case study supported by quantitative data investigated foreign language writing experiences of computer engineering students taking an object-oriented programming course. Forty-five sophomores learning programming and academic English simultaneously in a foundation university in Ankara, Turkey, were selected purposefully for the case study. There were two data sources (students’ opinions and documents) and three data collection tools (a semi-structured interview, a short diary, and a composition. In terms of the findings of the research, four themes were obtained; however, only the use of metacognitive strategies will be explained in detail due to the length of the study. Participants stated that they feel the positive effects of programming experience on the use of self-evaluation strategy and that there are similarities and differences between the processes of programming and foreign language writing. Participants’ views on the effect of programming on foreign language writing did not differ according to their writing and programming performance scores. Participants stated that programming experience may have an effect on the use of metacognitive language learning strategies in the writing process. Upon analyzing participants’ comments, it is understood that programming experience does not hinder the use of metacognitive strategies but has a role in supporting and reinforcing their use. It is suggested that multiple case studies be done for similar views on the effects of programming and that each finding be proven by quantitative studies. </i>

The Development Framework and Uses of the Thematic Modules in Teaching and Learning Primary School Skills

To uphold education in Malaysia, especially Malay language education, and enhance the ability of Malay language skills at the primary level, a reform in teaching and learning Malay language education at the primary level is required. Language teaching strategies use a variety of principles, techniques, and approaches to meet the concept of integration in the National Philosophy of Education. The thematic approach is an approach that will be taught through the topics or themes selected following the time, place, and interest in moving a teaching and learning process as a vehicle and medium to gain knowledge, skills, and values translated into language teaching through listening and speaking skills, reading, and writing. Various issues related to learning language skills include teacher teaching capabilities, the quality of teaching in the classroom, and applying lesson plans. The framework is based on the modified instruction design steps from the ADDIE model, consisting of the need for analysis, the design and development phase, and the implementation and evaluation phase. Overall, this framework explains the steps that need to be implemented to develop and evaluate the usability of the thematic module aimed at improving the Malay language learning strategy among primary school students in listening, reading, speaking, and writing.

A Study on the Influence of Language Learning Strategies on Academic Adaptability among Chinese International Students: A Cross-Cultural Perspective

This article aims to conduct research from a cross-cultural perspective, combining literature reviews from domestic and international sources, field surveys, and quantitative analysis to explore the impact of language learning strategies on the academic adaptation of foreign students in China. It is found that there is a correlation between language learning strategies and the academic adaptation ability of foreign students, providing a research foundation for understanding the challenges in their academic life and proposing suggestions to promote their academic adaptation ability.

Teacher’s Perceptions and Hesitancy: Integrating ChatGPT as a Tool in English Language Learning

Incorporation of innovative technologies has acquired importance for enhancing pedagogical strategies for effective language learning. This study explored the perceptions and hesitancies of English teachers in Bangladesh regarding the integration of ChatGPT as a language learning tool. Thirty-one English teachers from diverse educational institutions of high school and above across different regions of Bangladesh were recruited for the study in August 2023. A structured questionnaire was designed and utilized to elicit socio-demographic information, perceptions and hesitancy of these teachers towards adoption of ChatGPT as a language learning tool. Data analysis was carried out using SPSS. Almost 80% participants were willing to recommend the use of ChatGPT to other English teachers yet hesitant about it. Familiarity with ChatGPT, confidence in incorporating ChatGPT into their English lessons (p0.001) were found to be positively correlated with the positive attitudes towards its integration. Teachers less likely to encourage students to use ChatGPT for English language learning outside the classroom are more hesitant to adopt Chatbot GPT in their teaching practice (p = 0.004). A consistent pattern of positive agreement among participants was seen regarding the willingness to receive professional training on ChatGPT. The findings of this pilot study shed light on the initial attitudes of English teachers in Bangladesh towards incorporating ChatGPT in language learning. While some displayed enthusiasm due to its potential benefits, others expressed hesitations regarding its impact on traditional teaching methods. The outcomes highlight the need for further exploration and teacher training in integrating such technologies effectively.

Effects of Motivation, Proficiency, and Gender on Saudi EFL Learners’ Utilization of Language Learning Strategies

This study aims to investigate the use of language learning strategies among English as a foreign language university students and examine the effect of motivation, proficiency, and gender on learners’ use of these strategies. The significance of the study lies in its contribution to the field of second language learning and its potential to inform language educators, teachers, and curriculum developers about the strategies learners employ to enhance their learning experience. The study addressed two questions: a) what language learning strategies do Saudi EFL learners utilize most frequently in learning English? b) what is the impact of learners’ gender, motivation, and proficiency on their use of language learning strategies? The sample consists of 395 Saudi EFL students selected through purposive sampling. The study utilized a self-reported questionnaire to assess learners’ motivation and language learning strategies. The results revealed that EFL learners predominately utilized metacognitive and cognitive strategies, whereas affective strategies were the least frequently employed. The study demonstrated that motivation had the most significant effect on learners’ utilization of all strategies, with statistically significant differences observed across the different motivation groups. Furthermore, language proficiency had a notable impact on learners’ use of metacognitive, cognitive, and compensation strategies. However, there were no significant differences in the utilization of LLSs among male and female learners. The study has several pedagogical implications that can inform language educators, teachers, and learners in EFL settings.

Strategies employed in learning English and other foreign languages: a case study of Indonesian polyglots

ABSTRACT Despite the existence of many studies on language learning strategies (LLS), little scholarly work reports the LLS used by multilingual foreign language learners. To fill this empirical gap, the present qualitative case study investigates how polyglots employed their strategies over their path of learning multiple foreign languages. We collected data through demographic questionnaires and semi-structured interviews obtained from seven Indonesian polyglots. The novelty of this research concerns the in-depth information about multiple language learning from participants who are able to use various foreign languages; in fact, some of the languages they mastered are less commonly taught and spoken in Indonesia. Findings showed that the language learning strategies employed were initiating practice, learning by enjoying, employing creative language engagement strategies, disciplined learning, and connecting with other language learners. The findings of this study also suggest that language learners can either adopt or adapt to the way polyglots learn foreign languages.

Awareness of Language Learning Strategy Use of the ESL Students of Rural Telangana

Language learning strategies are methods that help users improve their English proficiency. We conducted a survey of 3012 rural students to assess their awareness of communication strategies in English. The survey revealed that students from rural areas in Telangana struggle with English proficiency, which affects their professional performance. Previous research has shown a link between language learning strategies and proficiency. Therefore, it is important to investigate the strategies used by these students and create an intervention program to teach them language learning strategies explicitly. The study suggests incorporating specific strategies into the undergraduate English language curriculum to enhance proficiency in professional settings.

Exploring the Roles of Reading Strategies on Speaking English Language

This research endeavors to investigate the integral role of reading strategies in the development of spoken English language skills. The primary objective is to discern the effectiveness of applying these strategies during reading to enhance comprehension. The study is motivated by the wealth of literature underscoring the advantages of reading strategies for both foreign and second language learners, with a particular emphasis on their impact on the progression from input to output language acquisition. Employing a qualitative research design, the study utilizes open-ended questionnaires as a method to gather comprehensive data. The findings illuminate the positive outcomes associated with the adept application of reading strategies and consistent engagement in reading activities, particularly in the context of improving speaking skills. This research recommends heightened awareness among English educators and learners regarding the profound significance of employing appropriate reading strategies during the learning process. The aim is to enhance comprehension skills and foster fluent spoken communication, enabling learners to communicate more effectively and proficiently in English.

Direct and Indirect Language Learning Strategies in Japanese Language Acquisition

Direct and Indirect Language Learning Strategies in Japanese Language Acquisition

The Usage of Learning Strategies and Gender Effects in English Language Study

Learning strategies are very important in second language learning. For most Chinese students, English is their second language. In order to better teach students and provide them with help in English Language learning, this paper takes undergraduate students as the research subjects. Through questionnaire and data analysis, it aims to understand the differences between male and female students when choosing lan-guage learning strategies. The results can help teachers better design college English courses and provide students with more targeted help.

A Review Study of the Impact of Age, Gender, and Social Class on Second Language Learning

Social factors are one of the important factors that affect second language learning. It has been shown that age can affect language proficiency and learning strategies. The factors that affect second language learning include educational factors, social factors, learner personality factors, and motivation and interest. The study aims to examine the effects of age, gender, and social class on Second Language Learning and provide insights into how these factors can influence language learning outcomes and strategies. This article mainly studies the impact of social factors on second language learning. Among social factors, age, gender, and social class are important factors. This article will summarize empirical research in recent years to verify the impact of social factors on foreign language learners’ learning. Understanding the impact of age, gender, and social class on second language learning can help educators and learners develop more effective language learning strategies and create inclusive learning environments.

The Impact of Personality Types on Second Language Vocabulary Acquisition of College Students: Based on MBTI Personality Categorization

In the field of second language teaching and learning, researchers have been focusing on the importance of affective analysis, particularly regarding learners' personality types. Recent studies have shown that personality type can have a significant impact on a student's ability to learn a new language. However, little research has been conducted on whether or not personality type has any correlation with the acquisition of second language vocabulary. To delve further into this topic, this study was conducted using questionnaire data from college students. Whether it belongs to any personality trait in the E/I dimension N/S dimension F/T dimension or the J/P dimension, this personality trait is strongly related to the effect of second language vocabulary acquisition. So, personality stereotypes in language learner ability assessment must be broken. Teachers’ personalized teaching capabilities should be improved. In conclusion, this study highlights the importance of considering learners' personality types when designing second language teaching and learning strategies. By understanding how personality type affects language acquisition, teachers can better tailor their approach to meet the individual needs of each student.