Strategy Inventory For Language Learning Research Articles

Analysis of English Learning Strategies Performed by Successful EFL Learners in Non-English Department

The objectives of this research were to know and describe English learning strategies that are used by successful EFL learners in non-English departments at the University of Mataram and the factors driving them. This is a descriptive qualitative study using purposive sampling. The samples were 5 Engineering students and 5 Economics students with TOEFL scores of 457 to 560. The data was collected through the Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 and semi-interview. The result of the study reveals that successful EFL learners in Engineering and Economics implement all learning strategies at two different levels. The learners use compensation, metacognitive, and cognitive strategies at a high level, then memory, social, and affective strategies at a medium level. This research found that each learning strategy that the learners performed is intertwined. The naturalistic factors that contribute to driving the appropriation and implementation of those strategies are their English proficiency, learning style, and motivation. While there is no significant influence from gender identity found in this research.

How do high-achieving students learn languages online?

The impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.

Language Learning Strategies and Students' Thinking Styles Correlation in Learning English in EFL Classroom

The study aimed to ascertain whether students' thought patterns and language learning practices were correlated. This study uses a quantitative research design called a correlation study. Only English education students in their fifth semester—45 of whom were still enrolled—were included in the study's population. The research sample only randomly took 30 out of 45 students actively registering using the sample collection technique. The data-gathering process involved the use of two questionnaires as the primary instruments. The Strategy Inventory for Language Learning (SILL) assesses students’ language learning techniques, and the Thinking Style Inventory (TSI) analyzes students' thinking patterns. Meanwhile, the researcher employed the Person Product Moment analysis technique to find the association between the two variables. The results showed no link or minimal correlation between language acquisition and students’ thinking styles.

The Relationship between Emotional Intelligence and Language Learning Strategies Used by High School Students

Emotional intelligence (EI) is widely recognized as a crucial determinant of success in several domains, including education. In addition to EI, language learning strategies (LLS) also play a significant role in facilitating a learner's achievements. Therefore, the primary objective of this study is to examine the extent to which students possess EI, their utilization of LLS, and the potential correlation between EI and LLS. In this study, 425 students at FPT high school in Mekong Delta are involved in completing the questionnaire, built on the Trait Emotional Intelligence Questionnaire – Short Form (TEQue-SF) framework of Petrides and Furnham (2001) and the Strategy Inventory for Language Learning (SILL) of Oxford (2017). Then, ten of them are selected to conduct a semi-structured interview to gain more insights of their thoughts. The results showed that both the general scale of EI and LLS were at the moderate level. Furthermore, a statistically significant relationship exists between the degree of EI and the utilization of LLS. The study concluded by proposing recommendations for enhancing students' EI and LLS, as well as delineating potential avenues for further research.

Exploring the Life and Academic Experiences of International Students at the University of Jambi, Indonesia: A Case Study

The increasing number of international students in Indonesia's higher education sector urges institutions to improve the quality of their services, facilities, and education. The teaching and learning environment is critical, encompassing the effectiveness of instructional methods, classroom interactions, and the academic support systems provided by the university. Additionally, their socio-experiences, including integration into the campus community and interactions with peers, play a crucial role in their overall well-being and academic success. This study aims to explore the life and academic experiences of international students in undergraduate International Programs at the University of Jambi in Indonesia. This research employed a mixed-method approach, combining a questionnaire adapted from the Strategy Inventory for Language Learning (SILL) and in-depth interviews, with a total of 13 international students from international classrooms participating in the study. The research highlights significant challenges for international students at the University of Jambi, including inadequate classroom and laboratory facilities, poor lighting, and insufficient resources, particularly in Animal Sciences and Agriculture. Language barriers due to Indonesian being the primary medium of instruction further hinder learning. Students express high dissatisfaction with services such as insurance, health facilities, extracurricular activities, and counseling, though library services are well-regarded. Recommendations include adopting English for instruction, providing bilingual training for lecturers, and improving infrastructure and student services to enhance the overall academic experience for international students

The effect of motivation on self-efficacy of English department students with mediational effects of learning styles and learning strategies

This study aims to investigate the effect of motivation on self-efficacy among English department students with the mediating roles of learning styles and learning strategies. A 5-point Likert scale questionnaire has been adopted from the Attitude/Motivation Test Battery (AMTB), the Strategy Inventory for Language Learning (SILL) Version 7.0, the Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Academic Self-Efficacy Scales were employed, and 109 students(N=109) took part in the current study. The sampling procedure adopted is voluntary sampling. The questionnaire showed excellent alpha Cronbach's reliability and KMO validity. The regression and mediation analysis conducted on the collected data show a statistically significant positive impact of motivation on self-efficacy through a meditation of learning styles and learning strategies. Therefore, it is highly recommended for students, teachers, and administrators to focus on motivation to increase self-efficacy.

학습자들의 전공 및 학습언어에 따른 학습전략사용 비교

The main purpose of this research is to explore whether there are differences in the use of language learning strategies among learners according to their majors and the language they are studying. The data were collected from students of a college of physical education enrolled in English classes at a university in Seoul. Also, the previous studies that were employed the same questionnaire were analyzed to compare with the results. As a research method, the Strategy Inventory for Language Learning (SILL) by Oxford (1990) used. The findings revealed that social strategies were the most frequently used, while affective strategies were the least used. On the other hands, the strategies preferred by students majoring in airline service were metacognitive and affective strategies, and the former students majoring in athletes favor memory strategies in Chinese class. Finally, it also suggests the need to develop ways to enhance the effectiveness of English learning by increasing the use of learning strategies.

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.

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).

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.

Language Learning Strategies Used by English Second Language (ESL) Learners in Rural Primary Schools in Tenom District

Teaching of English as a second language is still a teaching dilemma for English language teachers in Malaysia. According to Feng (2023), students only learn English in the classroom and due to the lack of supervision by teachers, the knowledge they gained in the classroom was easily forgotten. One of the reasons is because the teaching techinques and methods that applied by the teachers do not support the student language learning. This is supported by a study done by Mupa and Chinooneka (2015) that found teachers do not prepare various methods had contributed to ineffective teaching and learning in schools. Therefore, the purpose of this research is to identify language learning strategies (LLS) used among Year 6 students from rural area primary schools located in Tenom, Sabah. The respondents were purposely selected to respond to the Strategy Inventory for Language Learning (SILL). The data were collected and analysed descriptively. After completion of the study, the most frequently used LLS by the Year 6 students were investigated. Besides, the least frequently used LLS were also examined. Data collected revealed that the majority of respondents preferred to use memory and compensation strategy to enhance their language learning. The study also revealed that the least preferred LLS by the respondents were metacognitive strategy and affective stategy. The findings and implications of this study may benefit ESL teachers and educators in rural areas to increase the effectiveness of their own language teachings and pedagogies.

“My Goal Is to Talk Like a Native”: Emergent Bilingual Students’ Use of Language Learning Strategies

This paper investigates emergent bilingual students’ (Finnish and Swedish) use of language learning strategies (LLS). The focus is on the frequency of LLS use, the difference between Swedish and Finnish speaking students’ use of LLS and the effect on use of LLS to improve the students’ weaker language. The data consisted of students’ self-reports concerning the use of LLS and their proficiency in their L2 on a seven-point Likert scale online survey. The survey also included an opportunity to comment on the answers. The data were gathered in 2019/2020. The instrument was influenced by the SILL (Strategy Inventory for Language Learning) (Oxford 1990) but adapted to the current research context on the basis of the researchers’ expertise and previous interviews with students. The measured and analysed LLS were metacognitive, social, cognitive and compensation strategies. The response rate was approximately 30% (N=184). The results indicated clear differences between Swedish-speaking and Finnish-speaking students regarding the use of different types of LLS. Finnish speaking students made significantly more use of metacognitive strategies while Swedish-speaking students made significantly more use of compensation strategies. Regarding the students’ use of social strategies, it was obvious that some Finnish-speaking students associate the use of Swedish in real-life communication situations with stress and anxiety. Moreover, the students’ use of LLS significantly predicts their progress in the weaker language. We suggest that the students should be offered language strategy instruction for them to understand and more effectively apply language learning strategies, to improve their weaker language at all levels.

Reading Strategies Used by 12 Graders in an EFL Context: A Correlational Study

This correlation study investigates three major strategies of cognitive, metacognitive, and socio-affective as the strategies that are generally applied in reading comprehension and reading achievement at secondary level in Indonesia. The participants were 127 of 12 graders. The reading strategy questionnaire adopted from Strategy Inventory for Language learning (SILL, ESL/EFL version 7.0) and reading comprehension test were the used instruments. Using one-way analysis of variance, the results reveal that there was significant correlation of metacognitive strategies and reading comprehension achievement but not with cognitive and socio-affective strategies. In addition, metacognitive was the most frequent strategies employed to reading comprehension.Keywords: reading strategies, comprehension, secondary level

Learned Helplessness of Secondary-School Students Learning English During Covid-19 Distance Education: a Research Report

Objectives of the research: This article presents a diagnosis of the learned helplessness experienced by secondary-school students learning English remotely during the 2021 lockdown due to the COVID-19 pandemic. The objectives are to (1) show the level of learned helplessness of secondary-school students learning English, (2) investigate the relationship between foreign language learning strategies and the learned helplessness of secondary-school students, and (3) determine the relationship between the level of learned helplessness and the use of private tutoring by secondary-school students.
 Research methods: The study was conducted via a written diagnostic survey. It also employed the School Helplessness Scale by B. Ciżkowicz (2009) and the Strategy Inventory for Language Learning (SILL) by R. Oxford (1990).
 A short description of the context of the issue: The aim of the text is to answer the following research questions: What is the level of learned helplessness of secondary-school students? Is there a relationship between foreign language learning strategies and the learned helplessness of secondary-school students? Does the use of private tutoring differentiate the level of learned helplessness of secondary-school students?
 Research findings: The results demonstrate a significant negative correlation between learned helplessness and the use of memory, cognitive, metacognitive, affective, and social strategies. The average score of learned helplessness was 2.54, which indicates that the respondents usually felt the symptoms of it. An analysis of the results for the three deficits revealed that the motivational deficit made the greatest contribution to learned helplessness. The students who had hired a private tutor in English had a lower level of learned helplessness and cognitive deficit.
 Conclusions and/or recommendations: The research findings lead to several recommendations for educational practice in the context of foreign language learning: using new, effective pedagogical approaches to keep learners motivated—including elements of strategy training or social and emotional learning (SEL)—arranging remedial teaching, and promoting teachers’ professional development.

EFL Students’ Learning Strategies During Covid-19 Pandemic: A Comparative Study Between Urban and Rural School Settings

The present research is a descriptive quantitative research design using a survey method. There are 30 items adapted and modified from the SILL (Strategy Inventory for Language Learning) theory used to measure students' strategies in learning English. There are two senior high school (SMA) and 2 junior high school (SMP) contexts or equivalent as the subject of this research, namely students who study in the city of Mataram (urban school setting) and outside the city of Mataram (rural school setting). There were 112 students who participated in this study. Data analysis was carried out by calculating the total score of each question to determine the percentage level of relevance of the statement to the student's condition. The results of this study indicate that the English learning strategies of students in the city and outside the city are almost the same where they use the six learning strategies. Affective strategies and metacognitive strategies remained as the most favorable learning strategies for the EFL students.

EFL SUCCESSFUL LEARNERS’ PERCEPTION ON THE USE OF COGNITIVE STRATEGIES IN SPEAKING PERFORMANCE

EFL learners adopt various strategies to speak effectively. Cognitive learning strategies assist them to speak easily and comfortably. The aim of this research was to explore the most frequently used cognitive strategies which were employed by the successful learners of the Department of English, Jagannath University, Dhaka, Bangladesh, in their speaking class. In this study, a mixed-methods approach was used to collect the data. The subjects of this research were eighteen (six males and nine females) successful learners. Oxford’s (1990) SILL (“Strategy Inventory for Language Learning”) questionnaire was employed to collect the data. The interview provided answers to the questions, which was helpful to comprehend the learners’ perceptions better and to validate the quantitative data. The completed questionnaires were collected and analyzed descriptively. The result showed that the most frequently used cognitive strategy which the successful learners employed to develop their speaking skills was “I say or write new English words several times” (60%). The next most frequently used strategy was a cognitive strategy “I watch English language TV shows spoken in English or go to movies spoken in English” (46.66%). This was followed by the cognitive strategies “I practice the sounds of English” (40%) and “I find the meaning of an English word by dividing it into parts that I understand” (40%). The data will assist learners, teachers and researchers for the improvement of future teaching-learning processes.

Analysis Of Proficiency And Motivation On The Choices Of English Language Learning Strategies Of Smk Negeri 1 Bmr

The objectives of this investigation were twofold: 1) to identify language learning strategies commonly used by tenth graders at SMK Negeri 1 Belitang Madang Raya , and 2) to determine the roles of three variables contributing to their strategy use: language proficiency and motivation. A set of questionnaires consisting of the Strategy Inventory for Language Learning (SILL), and the Motivated Strategies for Learning Questionnaire. This study was a qualitative study using Descritive method. The population in this study were all tenth graders at SMK Negeri 1 Belitang Madang Raya for the academic year 2021/2022 with a total of 159 students from five classes. The writer using random sampling technique to take samples. The sampling technique was carried out in one class, namely (TKJ1) which consisted of 30 students. the writer found that memory strategies 228(76%) ,Cognitif strategies 59(20%), Compensation strategies 180(60%), Metacognitive 105(35%), Affective Strategies 160(53%), Social Strategies 200(67%), The analysis revealed that, in general, memory strategies were found to be the most common learning strategies, whereas Cognitive strategies were the least common. Motivation was reported to be the most significant variables affecting their choices of language learning strategies. The analysis revealed certain elucidating facts that can be utilized in future planning of English language teaching to improve the English performance of students SMK Negeri 1 Belitang Madang Raya.
 
 Keyword: Learning Strategies, Proficiency And Motivation

UNVEILING THE DIVERSE LANGUAGE LEARNING STRATEGY OF INDONESIAN EFL TWINS: A CASE STUDY

Each individual possesses a distinct essence that sets them apart, even in the case of identical twins. In language acquisition, learners’ personality type has emerged as one of the most determining constructions for students’ learning strategy. Through a phenomenological case study, intricate interplay between personality types and language learning strategies of two Indonesian identical twin girls studying English language education were investigated, supported by one triangulator participant. By employing the Oxford (1990) Strategy Inventory for Language Learning and the MBTI test, the researchers gathered the extensive data on their language learning strategy distinctions and personality differences. The results indicate that despite sharing the same upbringing, their diverse personalities - one an ENFJ and the other an ENTJ - have contributed to vastly different cognitive, memorization, compensation, metacognitive, social learning, and affective learning approaches. The findings provide intriguing insights into the intricacies of language acquisition and highlight the significance of individual differences in shaping the learning styles.

Investigating the Language Learning Strategies (LLS) Used By Students of English Practicum Class at University of Medan Area

This research purposed to investigate the EFL learners on the using of Language Learning Strategies (LLS) in learning English. This research aimed to find out the level of using LLS and identify the most and least used strategy by EFL learners at University of Medan Area. This research employed a descriptive quantitative method. The total sampling technique was applied to all participants of EFL students who enrolled English practicum class in 2023-2024. The data were gathered through the Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 developed by Oxford and was administered to all 50 EFL students. SILL consists of 50 statements which have six categories, as follow: Memory, Cognitive, Compensation, Metacognitive, Affective, and Social strategies. The data were analyzed through Microsoft Excel and SPSS version 25. The data result revealed that Compensation strategy (M=4.13) was the most often used by the EFL students, while Memory strategy (M=3.18) was the least used by them. In the end, the EFL learners who used Strategy Inventory for Language Learning (SILL) reached the medium and high level in this research.

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.