Language Learning Strategies Research Articles

FACTORS AFFECTING SECOND LANGUAGE COMPREHENSION ABILITY IN CHILDREN: A SYSTEMATIC REVIEW

This systematic review aims to explore the factors that influence children's second language comprehension ability. Second language acquisition in children is a complex process that is influenced by a variety of factors. Understanding these factors can provide valuable insights for educators, parents, and policymakers to optimize language learning strategies and interventions. This review follows a systematic approach by conducting a comprehensive search across multiple databases, including educational, psychological, and linguistic sources. Relevant studies published in the last decade were included in the analysis. The review focuses on children aged 5 to 12 years, as this is a crucial period for language development and acquisition. By combining previous investigations as a more thorough evaluation of the literature, this study used the systematic literature review (SLR) method to address the research issues. The findings reveal several key factors that influence second language comprehension ability in children. Firstly, individual cognitive factors, such as working memory capacity, attention, and executive functions, play an important role in language processing and comprehension. Second, socio-cultural factors, including parental involvement, socioeconomic status, and exposure to a second language in the community, influence language learning outcomes. Thirdly, instructional factors, such as the quality of teaching methods, curriculum design, and classroom environment, have a great impact on children's language comprehension abilities. Based on these findings, this review underscores the need for a comprehensive and holistic approach to improving second language comprehension skills in children. It emphasizes the importance of integrating cognitive, socio-cultural, and instructional factors in language learning programs. In addition, the review also identifies research gaps and provides recommendations for future research to further enhance our understanding of second language acquisition in children.

Editorial: In Honour of Rebecca L. Oxford’s Contributions to Language Learning Strategies, Language Teaching, and Peacebuilding

I first got to know Rebecca when I was researching a topic for my own PhD back in the 1990s. As anyone who has trodden this path will know, trying to find something novel, feasible, and about which one can be sufficiently excited to sustain the enthusiasm through the hours of work involved, is no easy ask. Then I came across an article on language learning strategies by John Green and Rebecca (1995) in a journal which had recently arrived in the Auckland Institute of Studies (AIS) library, where I was working at the time, and I knew this was it. I wrote to Rebecca asking for permission to use the SILL (Strategy Inventory for Language Learning) in my thesis, permission which she unhesitatingly gave, and which resulted in the completion of my thesis some years later (Griffiths, 2003). She also invited me to join her on conference presentations, a number of which we have done together in many places around the world in the years since. There have also been a number of joint publications, such as the special issue on language learning strategies with System (2014).

Rebecca Oxford’s 50 Years of Contributions to Language Education and Related Fields: A Systematic Review

This article systematically reviews the quantity and quality of Rebecca L. Oxford’s publications over five decades of research and publication in language education and related fields. The first section portrays Oxford’s contributions in four thematic areas: language learning strategies, language teaching, psychology, and peace. For each theme, many of Oxford’s publications and ideas are presented. The second section is an overview of her career achievements, such as books published, courses taught, and academic honors. The third and the fourth sections present the systematic review. Specifically, the third section explains in detail the methodology used by Panahi and Mohebbi for their systematic review of Oxford’s work, while the fourth section presents results of the systematic review across 338 of her works (journal articles, book chapters, and books). Oxford’s personal response is the last section.

Language Learning Strategies Used by Malaysian ESL Students to Improve English Communication: A Systematic Literature Review

Communication in English has long been recognised as one of the most challenging skills for pupils learning the language. Many studies in recent years have also emphasised the relevance of English communication abilities. With the advancement of technology in our current day, kids may learn communication skills through a variety of tools. As a result, determining the learning approaches used by pupils to build their English communication talents is crucial. A systematic literature review is undertaken in this study to investigate the prevailing language learning approaches utilised by Malaysian pupils acquiring English as a Second Language (ESL). Four databases were utilised to obtain the publications that were analysed: Scopus, Science Direct, Web of Science (WoS), and Google Scholar. The articles that met the eligibility criteria were published between 2020-2023. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is the methodology utilised in this review. Metacognitive and cognitive processes were the most frequently utilised methods for improving speaking abilities, followed by compensatory and social approaches, according to the data. Memory and emotive methods, on the other hand, were the least used by pupils. The new study might assist teachers in selecting the best teaching method for future modern classrooms. The applicability of learning strategies for different learning skills may be extensively studied in future studies.

Learning Strategy Oriented to High Order Thinking Skills (HOTS)

The aim of the research is to describe High Order Thinking Skills-oriented Indonesian language learning strategies in learning at school. The research method used is qualitative. The approach in this research is descriptive qualitative. The data used is in the form of various learning strategies in the independent curriculum related to the implementation of Indonesian language learning activities in schools. Data sources were obtained through scientific articles and journals which theoretically have been proven to be relevant regarding the relevance of using HOTS (High Order Thinking Skill) oriented Indonesian language learning strategies. Data collection techniques use library research. Data analysis techniques use reading, listening and taking notes. Data validity techniques through theoretical triangulation. The research results show that (1) Indonesian language learning strategies are oriented towards high level thinking including project based learning, problem based learning, discovery learning, and inquiry. (2) learning Indonesian using the project based learning model will make students active, creative and innovative in producing learning products. (3) The use of the problem based learning model in Indonesian language learning makes students trained to formulate and solve problems carefully so that independent activities and constructive thinking can be mastered by students. The use of discovery learning and inquiry models makes students more skilled in critical thinking to find new ideas and understanding in learning Indonesian. The criteria for learning strategies oriented at a high level of thinking are based on the 4Cs as characteristics of 21st century learning.

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.

Personality Types and Language Learning: A Psycholinguistic Perspective on Modern Islamic Boarding School Students

One of the characteristics of modern Islamic boarding schools is that the language usedby the elements of modern Islamic boarding schools mostly uses Arabic and English asan effort to answer the challenges of the times so that students become individual learnerswho are also able to guide the community by using various languages effectively andappropriately. Each student has a personality type, either introvert or extrovert, whichcan support or even hinder the success of learning. The ability of modern Islamic boardingschools and students to recognize and use personality types in learning is a reference foreach element to continue to innovate sustainability related to the right methods andapproaches according to the personality type of students in modern Islamic boardingschools.Keywords: Personality, Learners, Language Learning Strategies

Language learning strategies used by Indonesian English for medical purposes students in higher education

ABSTRACT The purpose of this study was to examine the language learning strategies (LLS) employed by English for medical purposes (EMP) learners in Indonesia. To identify the strategies used by the students, the researchers employed the Strategy Inventory for Language Learning (SILL) questionnaire and in-depth interviews. Results indicated that Indonesian students of EMP use the six main strategy categories at high-frequency levels. Among the six main categories, metacognitive, social, and compensation strategies were used more frequently than other types of strategies. Moreover, the findings from the interviews showed that they used various strategies beyond the SILL questionnaire statements to learn English, including using digital technologies. Thus, the findings of this study provide contribution to further the development of the existing SILL.

Blended Language Learning Strategies used among Religious School Leavers in an English Language Course

Although much research has been done on university students' language learning strategies in EFL and ESL settings, little has been written and said about 21st-century university students and the strategies they use to improve their second language skills. The importance of English in today's world is undeniable suggesting a need to conduct study on the learning strategies used by today's learners, particularly university students, to improve their English language skills. Therefore, the goal of this study is to discover the learning strategies that a group of undergraduates used to learn the language through a blended learning approach. One-to-one semi-structured interviews, focus group interviews, students' reflective journals and documentation were used to collect data, which were then analyzed thematically using Nvivo12 software. A total of 12 first-year undergraduate students from a public university participated in this study. Three themes emerged from the data analysis which are the categories of Blended Language Learning Strategies (BLLS) namely, in-class strategies, out-of-class strategies and online strategies. The findings revealed that when using a blended learning approach to learn English, participants employed a combination of strategies in both contexts - inside the classroom and online settings. Implications and suggestions are offered for instructors or language practitioners, specifically in tertiary education settings.

The Relationship between Language Learning Strategies and Attitudes in Learning Speaking Skills in an Online Learning Environment

The Relationship between Language Learning Strategies and Attitudes in Learning Speaking Skills in an Online Learning Environment

When and how to use confirmatory composite analysis (CCA) in second language research

AbstractResearchers in second language (L2) and education domain use different statistical methods to assess their constructs of interest. Many L2 constructs emerge from elements/parts, i.e., the elements define and form the construct and not the other way around. These constructs are referred to as emergent variables (also called components, formative constructs, and composite constructs). Because emergent variables are composed of elements/parts, they should be assessed through confirmatory composite analysis (CCA). Elements of emergent variables represent unique facets of the construct. Thus, such constructs cannot be properly assessed by confirmatory factor analysis (CFA) because CFA and its underlying common factor model regard these elements to be similar and interchangeable. Conversely, the elements of an emergent variable uniquely define and form the construct, i.e., they are not similar or interchangeable. Thus, CCA is the preferred approach to empirically validate emergent variables such as language skills L2 students’ behavioral engagement and language learning strategies. CCA is based on the composite model, which captures the characteristics of emergent variables more accurately. Aside from the difference in the underlying model, CCA consists of the same steps as CFA, i.e., model specification, model identification, model estimation, and model assessment. In this paper, we explain these steps. and present an illustrative example using publicly available data. In doing so, we show how CCA can be conducted using graphical software packages such as Amos, and we provide the code necessary to conduct CCA in the R package lavaan.

Exploring Nuances in Second Language Acquisition: An Error Analysis Perspective

This study employs error analysis as a pivotal lens to scrutinize the intricacies of second language learning, emphasizing the unique accents manifested through learners’ mistakes. Departing from the confines of contrastive analysis, the research aims to illuminate the processes of acquiring a second language. Key facets of language acquisition, including transfer, interference, and the fossilization process, are investigated to provide insights into the development of learners’ interlanguage. The study conducts a comparative analysis of early and late language learning, emphasizing the impact of cognitive, psychological, and social factors on the learning trajectory. Motivational influences, encompassing instrumental and integrative motives, are explored in connection to their effects on learning outcomes. This research not only contributes to a deeper understanding of error patterns in second language acquisition but also advocates for methodologies that surpass the constraints of contrastive analysis, offering potential avenues for more effective language learning strategies.

Second Language Proficiency, Learning Strategies, and Employability Skills in Undergraduate Student

The present study hopes to investigate a comprehension of the relationship between second language proficiency, language strategies and the employability skills of undergraduate students. Though limited in the number, the studies conducted with respect to the topic under discussion in the current study show that there is a strong relationship between second language proficiency, language learning strategies and employability skills of undergraduate learners. Raising students awareness regarding their proficiency and strategies might make them not only more prepared for learning but also more analytic about their learning proficiency and the strategies they make use of it. Employability skills are those personal and daily living habits that have been identify employers and young entry level workers as essential for obtaining employment and for success in the work place. Language fluency plays a vital role in deciding the learning strategies as well in the job market. The current study focus on employability skills undergraduate students as it is high time to study their skills and enhance their skills as education is development of all round personality.

Mediating Effect of Language Learning Strategies in the Relationship between Learning Attitude and Proficiency

The purpose of this study was to investigate whether learning strategies play a mediating role in the relationship between learning attitude and foreign language proficiency. Partial Least Squares Structural Equation Modeling (PLS-SEM) were employed to analyze the structural connections among language learning strategies, learning attitudes, and their potential influence on language proficiency. The data were gathered from 1208 Saudi Arabian female secondary school students. The results indicate that learning attitude significantly influences language learning and has a notable impact on students' foreign language proficiency. Additionally, language learning strategies, particularly strategies such as memory, compensation, and cognitive, play a pivotal role in mediating the connection between learning attitude and language proficiency. This study holds implications for English language teaching. Foreign language educators should not only focus on imparting knowledge but also on fostering students' learning strategies and attitudes.

Preparing Pre-service Teachers to Teach Reading Strategies within a Mixed Reality Simulation Environment

As a language teacher, teacher educator and researcher, to me the name Rebecca Oxford has always been synonymous with language learning strategies across the world and specifically the theme of its teachability. Rebecca has always stated that the language teacher’s role includes strategy instruction even if it achieves only partial success. Research has focused almost exclusively on how reading comprehension strategies, the focus of this study, can be taught to learners, but the preparedness of pre-service teachers to teach reading strategies has seldom been the focus within initial teacher education programs. The purpose of this study was to determine participants’ perceptions of teaching within a mixed reality simulation environment with a specific focus on the explicit instruction of reading comprehension strategies. A case study approach was utilized, and ten second-year pre-service teachers enrolled for the Bachelor of Education (B.Ed) degree as well as one mentor teacher and one teacher educator were purposefully selected to participate in the study. The results indicated that the themes corresponded with the activities during the different stages of a mixed reality simulation action review cycle and included show and tell, collaborative brainstorming, deconstruction of the core teaching practice, anxiety and disbelief, pause and redo, coaching and feedback and focused reflection.

The Symphony of Writing Strategies: Exploration of Strategies Used in a Collaborative Academic Writing Task

Inspired by Rebecca Oxford's thought-provoking reflections on language learning strategies, and particularly her orchestra metaphor on how the strategies work together, I conducted a study that seeks to understand how non-native writers employ, configure, sequence and combine individual writing strategies when creating a text in the target language. Four dyads of undergraduate students of English were video-recorded while jointly writing an argumentative essay. The transcripts were analyzed using a general inductive approach to uncover writing strategies emerging in the writing process and to explore how individual strategies are coordinated in task completion. The most important finding is that writers do not randomly sequence the strategies, but they orchestrate them to attain the desired goal. Metaphorically, learners combine writing strategies into 'symphonies of strategies', mirroring the way different instruments of an orchestra create music.

Language Learning Strategies, Proficiency And Gender: The Case of Palestinian University Students

This case study, conducted at a Palestinian university, explored the language learning strategies employed by learners of English as a foreign language and the relationship with proficiency. Furthermore, since gender is often considered a major variable in learning success in some areas of the world, the study wished to explore the role of gender in strategy use and level of proficiency in the Palestinian context. The study included 109 (41 male, 68 female) students studying in English preparatory courses prior to entering the university. The data were gathered through an original 60-item language learning strategy questionnaire, modelled to some extent on the Strategy İnventory for Language Learning or SILL (Oxford, 1990) and constructed from material contributed by the students themselves. The results indicated that students reported medium to frequent strategy use, which was not significantly related to proficiency level, and there were only three significant gender differences according to strategy use, in favor of the females. This suggests that gender is not a salient influence in these students' strategy use or levels of proficiency. This article concludes by suggesting implications both for the immediate context of the study and also for environments beyond the location of the current study.

EFL Grammar Learning Strategy Use: Utilizing Grammar Learning Strategy Inventory in an Arabic Context

This study attempts to replicate Pawlak’s (2018) Grammar Learning Strategy Inventory (GLSI). It explores the use of GLSI by Saudi students of English as a Foreign Language (EFL) in their college preparation year. The re-emergence of GLSI after a long period of neglect is a significant development in Language Learning Strategies. Consequently, due to the shortage of GLSI studies in Arab countries, this study was conducted. Participants were assessed using the GLSI with its four categories of metacognitive, cognitive, affective, and social strategies. 419 EFL students participated in this study. The findings generally showed a high use of grammar strategies in all four categories of GLSI among EFL learners. As a result, a strong, positive, and significant correlation was found between all the categories of strategies. Furthermore, students’ Grade Point Average (GPA) did not appear to affect their use of GLS.

Learners’ Use of Pragmatic Learning Strategies Across Language Learning Experience and Gender: An Investigation Framed by Rebecca Oxford’s Taxonomy of Learning Strategies

Learners' acquisition of pragmatic competence in additional languages has received mounting attention since the 1990s. However, although studies on general learning strategies have proliferated since Oxford’s (1990) influential inventory was published, studies on pragmatic-specific learning strategies contributing to the acquisition of this competence are rare. To fill this research gap, the current study purported to inquire into the main pragmatic learning strategies used by English language learners across gender and language learning experience. To collect the data, 145 learners were interviewed. These participants' answers were audio-taped and transcribed. These extracted strategies were organized into six groupings of memory-related, cognitive, metacognitive, compensatory, social, and affective pragmatic learning strategies based on Cohen's (2005, 2010) pragmatic-specific categorization and Oxford's (1990) general language learning strategy classification. The analysis showed that those learners with longer experience used more pragmatic learning strategies; nonetheless, gender did result in great differences in employing these strategies. This study presents a new categorization for pragmatic learning strategies, which can be used for more effective pragmatic learning strategy teaching and learning.

Introducing Peacebuilding Philosophy to Language Teacher Education

Rebecca L. Oxford’s contributions to academia extend well beyond language learning strategy research, for which she is well known, to embrace peace education in language classrooms. Inspired by her peace education philosophy, this study first describes the influence of Oxford’s scholarly research in peace approach. Then, it presents a case study of five preservice teachers, all native Turkish speakers, who were guided to adopt the peace approach philosophy to develop creative teaching materials to be implemented in the Practicum course. Throughout six hours of weekly lessons at a state middle school, the preservice teachers integrated peacebuilding activities into their English instruction. The analysis of the qualitative data from lesson plans, classroom observations, and reflective writings, revealed compelling findings. Preservice teachers who implemented peacebuilding activities showcased increased competence and awareness of peace education philosophy, and they reported feeling more confident and fulfilled in their teaching. Children exposed to peacebuilding activities experienced a shift in their emotional state. It was also found that peacebuilding activities fostered inner harmony, boosted self-confidence, and enhanced children’s English learning engagement. The study highlights the crucial role of integrating peace education into teacher education programs, particularly for language teachers. Equipping educators with the tools and philosophies of peacebuilding can empower them to become agents of positive change, cultivating global citizens who embrace harmony and understanding.