Strategy Inventory Research Articles

Comparing Coping Strategies in People Between Inflammatory Bowel Disease and Healthy People in Terms of Health Locus of Control

Background: Inflammatory bowel disease (IBD) is a group of disorders that cause chronic inflammation (pain and swelling) in the intestines. IBD includes Crohn disease and ulcerative colitis. Both types affect the digestive system. This study aims to compare coping strategies in people with inflammatory bowel disease and healthy people, according to internal and external sources of health control. Methods: The present study method was causal-comparative. The study population included all patients with inflammatory bowel disease and healthy people referred to the Bowel Department of the Jam Hospital in Tehran City, Iran, from April to September 2020. The research sample included 200 subjects (87 healthy people and 113 people with inflammatory bowel disease) selected by purposeful sampling. The participants completed the multidimensional health locus of control and the Folkman and Lazarus coping strategies inventory. For the data analysis, statistical indices of mean, standard deviation, distribution indices, and univariate and multivariate analysis of variance were performed in SPSS software, version 24. Results: The findings showed that of 8 coping strategies, two problem-oriented coping strategies, namely positive reappraisal, and responsibility, were seen more in people with IBD, and no difference was seen in other coping strategies between patients and healthy groups (P>0.05). About the variable of the source of health control, it was found that of 8 coping strategies, only the emotion-oriented coping strategy of avoidance was more common in people with an internal locus of control and in using other coping strategies between the two study groups with a source of control no difference was observed between internal and external control. Conclusion: In the present study, according to research, coping strategies are statistically similar in 4 groups of inflammatory bowel disease patients and healthy people.

Mandarin Pronunciation Learning Strategies of MFL Learners in Malaysia

Pronunciation is the fundamental step in learning a second language (L2) or a foreign language (FL). This is a crucial step that cannot be excluded from the process of L2 or FL teaching and learning. Apart from that, pronunciation is not only an indicator to measure learners’ acquisition of a second language, but also a tool to ensure the effectiveness of communication between the speaker and listener. However, pronunciation instruction has been absent from second language classrooms for a long period, because it has long been believed that pronunciation is not crucial and can be learned by students. Consequently, learners have to pick up pronunciation learning on their own in order to achieve the learning goal. The literature review showed that a large number of existing studies revealed that MFL learners utilized MPLS, however, MPLS utilized by non-native learners of Mandarin in Malaysia are previously unstudied. Thus, this quantitative study seeks to explore the Mandarin language learning strategies (MPLS) employed by Mandarin as a foreign language (MFL) learner in Malaysia. A questionnaire namely “Strategy Inventory for Mandarin Pronunciation Learning” that was designed based on taxonomies presented by Oxford (1990); Peterson (2000) was used as the main instrument in this study. 151 students from Universiti Teknologi MARA (UiTM), Rembau campus who enrolled in a Mandarin language course were invited to participate in this study. The findings revealed that the level of the use of MPLS among MFL learners is at moderate level which indicated that MFL learners in Malaysia were opportunely aware of the use of pronunciation learning strategies while learning Mandarin pronunciation. Social strategies were the most frequently used strategies as compared to other MPLS. It was followed by cognitive strategies, affective strategies, memory strategies, metacognitive strategies, and compensation strategies. Findings from this study can help MFL instructors better understand the need to close the gap between their students’ selection of teaching approaches and language learning strategies. However, there were several limitations need a greater exploration in future research, such as factors affecting the selection of MPLS, individual differences and so on.

Learning and Study Strategies of Students in the First Year of an Entry-Level Physical Therapist Program.

The learning and study strategies of entry-level physical therapist (PT) students may not be as effective as those needed for success in an entry-level PT education program. The Learning and Study Strategies Inventory, third edition (LASSI) is a reliable tool to assess learning and study strategies. The purpose of this study was to assess the learning and study strategies of first-year PT students and if the strategies change over the first year. There is little research on using the LASSI with PT students; however, the LASSI has been used with other health care professional students. The participants (n = 211) were from 5 cohorts of PT students in their first year of an entry-level PT education program. In the first week of the curriculum the students took the LASSI in class. The results were released individually to each student. No intervention was provided. At the end of the first year, the students retook the LASSI. Paired samples t-tests were run to determine whether the 10 subtest mean percentile scores changed significantly from baseline to follow-up and how they compared to established LASSI benchmarks. Six subtest scores, Anxiety, Attitude, Concentration, Information Processing, Selecting Main Ideas, and Test Strategies, showed significant changes (P ≤ .005) from baseline to follow-up. However, all subtest averages fell below the 75th percentile mark, which is reported as the threshold requiring reflection to improve skills for learning and study strategies. Students, on average, may not have adequate learning and study strategies when they start an entry-level PT education program. The LASSI may be an effective tool to focus resources in a timely and proactive manner for those students who may need them. Determining the resources needed earlier may decrease the need for later remediation, attrition, or licensure examination failures.

Speaking Anxiety during MUET-CEFR Aligned Oral Presentations among ESL Learners in Perak

The newly enforced MUET-CEFR aligned format is one of the government’s efforts to upscale Malaysian learners’ English proficiency level to be at par with international standards. However, the learners are reported to have high anxiety levels resulting in poor performance, especially in the speaking component. Hence, this study is conducted to investigate the learner’s anxiety levels, factors causing anxiety, and strategies to overcome speaking anxiety during oral presentations among MUET-CEFR ESL learners in Perak. The survey research design is employed for this study where a total of 130 participants took part by answering a three-section questionnaire on their background information, McCroskey’s Personal Report of Public Speaking Anxiety (PRSPA), and Nakatani’s Oral Communication Strategy Inventory (OCSI). Descriptive statistics are used to analyze the data and an independent sample t-test was conducted to investigate the differences in the learners’ strategy use based on their course types. A follow-up interview session and classroom observation were also conducted for data triangulation. The findings indicated many of the participants possess moderately high and high anxiety levels based on PRPSA scores. Meanwhile, the responses to OCSI implied that message reduction and alteration are the most used strategies to cope with their speaking anxiety during oral presentations. The findings also showed a statistically significant difference between Diploma and Form 6 students in the use of social affective, fluency-oriented, negotiation for meaning while speaking, accuracy-oriented, message reduction and alteration, and non-verbal strategies while speaking. The findings from this study suggest that teachers should scaffold students' oral presentation skills and manage their speaking anxiety for better performance in the MUET-CEFR aligned speaking examination.

Exploring the Use of Language Learning Strategies in the Albanian Context

In contrast to the plethora of studies exploring language learning strategies, the Albanian foreign language learning context has been little investigated since the focus has been generally placed on the approaches and methods that teachers use in the classroom. Therefore, this paper intends to identify the learning strategies among Albanian students who study English as a foreign language and find out whether the introduction of a fully informed or overt strategy instruction in the learning context can make a difference.
 The aim of the research is twofold: (1) to investigate the use of learning strategies and discover variation in terms of grade level and gender, and (2) to include research results in the modules of professional development training and foreign language methodology units so that pre-service and in-service teachers are introduced to the learning strategies that students are most likely to employ when learning a foreign language. The data analysis in this study is carried out using the six categories classification by Rebecca Oxford (1990), and the Strategy Inventory for Language Learning (SILL) questionnaire is employed for data collection. However, the study not only intends to make some claims concerning learning strategies, but it also aims to ultimately use its results to update the teacher training materials and the relevant modules.

English as a Foreign Language (EFL) Reading Metacognition Awareness in Chilean Learners with Autism Spectrum Condition: An Exploratory Study

Developing second/foreign language (L2) comprehension skills can represent a challenging endeavor for learners with autism spectrum condition (ASC) because their social and verbal cognition may be impaired in terms of abstract reasoning, organizing, and retelling events, inferring intentions, and identifying emotions contained in a text. Thus, it becomes relevant to explore how these learners experience metacognitive strategies when reading in a foreign language. Therefore, the purpose of this study is to explore how Chilean elementary Learners with ASC perceive their metacognitive awareness and how they strategize their L2 reading. To this end, 27 elementary Learners with ASC were asked to report on their perceptions of metacognition in L2 reading by means of a metacognitive awareness reading strategy inventory and semi-structured interviews. Findings revealed that participants displayed a medium level of awareness toward metacognition, with problem-solving strategies being the most frequently reported. The difficulties faced by these learners were related to an excessive focus on details rather than general ideas, concentration issues, avoidance of multitasking processes in reading, and not seeking help to ensure comprehension. Implications are discussed in terms of cognitive approaches to reading comprehension and the pedagogical need for nurturing a strategic approach to metacognition in L2 reading to increase autonomy and automaticity.

A Research about Changes in Oral Productive Communication Strategies in English Mention Teaching Degree Students

This research aims to provide information about changes that may occur on the strategies declared to solve oral production problems by future teachers of English as a foreign language in Primary Education according to Nakatani's Inventory of Oral Communication Strategies (2006). The participants are students of English Teaching, these belong to the University of Granada (UGR), the University of Malaga (UMA) and the María Inmaculada de Antequera (Málaga) Associated Teaching Center (CAMMIA). The data was taken in two stages or moments, at the beginning of the Mention of English and at the end of it. In this research, a descriptive study is carried out for the initial phase, since the number of volunteer participants was greater than in the final sample. For the final sample, the results were statistically analyzed and compared. Only in strategies number 3 and 5 some significant changes take place. There have also been changes in the other types of strategies, although no significant changes have been obtained. It could be concluded that perhaps a specific instruction during the Mention would have contributed to the greater differences between the use of this type of strategies between the moment the Mention began and the moment it ended.

Libyan University Students’ Language Learning Strategy Use and Their Language Achievement

A common phenomenon of continuous innovations in the field of ESL or EFL is learner-centred education. One of these innovations increasingly catching the attention of researchers is Language learning strategies. However, as researchers carry out studies in this area, and as the pool of diverse findings rises, further gaps are opened, calling for research interventions. This is basically because of the broad nature of Language Learning Strategies (LLSs) with their context-mediated influences. On this background, the present research intended to investigate the extent of relationships between LLSs and university students’ achievement in Libya. The population of the study included 571 students from the Department of English at the Faculty of Arts and the Faculty of Education, and from all the departments of the Faculty of Medical Technology. 309 subjects were randomly selected from the population. The instrument of data collection was the SILL (strategy inventory for language learning, adopted from Oxford (1989). Data analysis was done using t-tests. The findings revealed that memory strategy and cognitive strategy both have significant impacts on the foreign language achievement of the learners, while the use of compensation, metacognitive, affective, and social strategies do not significantly impact the achievement of EFL learners.

Strategies of Language Learning among Tourism College Students in Bali

This study is conducted to discover the learning strategies used by more successful and less successful language learners at a tourism college in Bali. This mix-method research combined quantitative data from the questionnaire with qualitative narration obtained from a semi-structured interview. Thirty students were asked to fill in the Strategy Inventory of Language Learning (Oxford 1990). The next step was the interview, whose questions were based on their SILL results; it scrutinized the explanation of the low or high rate that they had given. The result showed that metacognitive strategies were the most prevalent among students in both groups. On the other side, the least used strategies for more successful learners were those of memory, whereas the less successful ones most rarely used compensation strategies. The interview revealed that the more successful participants improve their English by watching movies or reading books. The other strategies were taking notes and using new words in conversation, as well as making guesses on new words, and writing in a diary. Language learners could refer to those strategies to accelerate their learning progress. Teachers should also be aware of the diverse strategies and inform the students about the other alternative strategies that might suit their weaknesses, strengths, or learning style. It is also very helpful to provide an environment where students could explore different strategies, either by making access to native speakers available or by assigning diary writing and portfolio.

The Predicting Mathematics Self -Efficacy with Self-Regulation Strategies among Students of Saveh City: A Convergent Validity of Self-Regulation Strategies Inventory

The Predicting Mathematics Self -Efficacy with Self-Regulation Strategies among Students of Saveh City: A Convergent Validity of Self-Regulation Strategies Inventory

EFL Learners’ Speaking Strategies: A Study of Low and High Proficiency Learners

Although the ability to speak is often considered a determining factor of learners ability in the target language, research has given scant attention to strategies that can be used to improve this skill. This study aimed to shed light on the speaking strategies that learners use to deal with problems they encounter when using the target language or to improve the quality of their L2 performance. This study deployed the Oral Communication Strategy Inventory (OCSI) developed by Nakatani (2006) to measure the strategies that students use in oral communications. In doing so, adopting the mixed-methods sequential explanatory design, this study investigated the use of speaking strategies of low and high proficiency English as a Foreign Language (EFL) learners in performing speaking tasks. The participants of the study were 23 low and 25 high proficiency students learning English in an institute in Iran. After performing the speaking tasks, the participants filled out the OCSI questionnaire and answered two open-ended questions. The results indicated that low and high proficiency students employ different strategies. While advanced learners used accuracy-oriented strategies the most and message abandonment strategies the least, message reduction strategies and thinking in English strategies, respectively, were found to be the most and the least frequently used by elementary learners. The Mann-Whitney U test indicated that of the six speaking strategies, only message abandonment and thinking in English strategies were found to be significantly different between elementary and advanced English learners. This study contributes in some ways to the understanding of how students’ proficiency level relates to their strategy use and provides English teachers with a variety of pedagogical methods to motivate students and enhance their oral production via speaking strategies.

Training program concerning employ energetic learning strategies among pediatric nursing students: developmental study

Background: Strengthening pediatric nursing students to keep pace with digital development so that they can choose an active learning strategy that suits their educational goals, identify educational resources, and have the ability to evaluate themselves. Purpose and Design: This study was adopted a quasi-experimental pre and posttest equivalent experiment and control group, design to examine the effects of training program on developmental level of pediatric nursing student’s related to employ energetic learning strategies and self-efficacy. Sample and Setting: Hundred nursing students who enrolled in Pediatric Nursing course in nursing faculty, Benha university, Egypt. Instruments Tool 1: The Learning and Study Strategies Inventory (LASSI) to measure learning and study practices and attitudes. Tool II: " Modified Short version self-efficacy (SES) to measure student’s self-efficacy. Tool III: "Modified Short version the flow state scale (FSS) to measure positive optimal experience experiment group only post applies on pediatric nursing course content. Results: There was statistically positive correlation between pediatric nursing students' female gender with urban residence and well-mannered developmental level concerning the Learning and Study Strategies Inventory, employs energetic learning strategies and their self-efficacy soon after training program. The majority of subgroup pediatric nursing students’ trial reported that high score and narrated efficiency learning strategies was animation videos and simulation in practical content and web/computer assisted learning and problem-based learning in theoretical content. Conclusion and Recommendation: Research assert that training program was effective and linked with high developmental level of pediatric nursing students about employing active learning strategies and self-efficacy. Distributing the content of the pediatric nursing curriculum on energetic learning strategies and directing students to learning the course according to the appropriate strategy type this is after their creativity in applying.

EMOTION DYSREGULATION AFFECTS FUNCTIONALITY IN MAJOR DEPRESSIVE DISORDER

Purpose: Mood disorders are recurrent chronic mental illnesses known to affect functionality. In this study, it was aimed to compare coping strategies and emotion regulation difficulties in depression and bipolar disorder and observe the effects of coping strategies and emotion regulation on functionality.
 Methods: 31 patients with bipolar disorder (BD), 29 with major depressive disorder (MDD), and 27 healthy controls (HC) were included in the study. Participants completed the Coping Strategies Inventory (COPE), Bipolar Disorder Functioning Questionnaire (BDFQ), Difficulties in Emotion Regulation Scale (DERS), Hamilton Depression Scale (HAM-D), and Young Mania Rating Scale (YMRS).
 Results: In the BD group, a positive significant correlation was found between COPE-M and DERS scores, and a negative significant correlation was found between COPE-M and BDFQ. In the MDD group, a positive significant correlation was found between COPE-A and BDFQ scores, and a negative significant correlation was found between DERS and BDFQ. BDFQ was statistically significantly predicted positively by COPE-A and negatively by DERS.
 Conclusion: It was thought that emotion dysregulation may predispose to depressive symptomatology and negatively affect clinical course and functionality. Addressing emotion regulation difficulties and increasing the use of adaptive coping strategies in therapeutic interventions contribute to the improvement of functionality as well as clinical improvement.

Language Learning Strategies of Kurdish EFL Learners: High Achievers versus Low Achievers

It has been long believed that students’ learning techniques and strategies could distinguish between successful and unsuccessful student performance. Therefore, this study aimed to examine high- and low-achieving students’ use of the most common learning strategies. For this purpose, 160 students (80 high achievers, and 80 low achievers) were selected as student-participants, and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) was used as the data collection instrument. The results showed that high achievers use metacognitive strategies most frequently, while they use affective strategies the least frequently. On the other hand, low achievers use compensation strategies most frequently and social strategies the least frequently.

LANGUAGE LEARNING STRATEGIES IN E-LEARNING USED BY INTERNATIONAL CLASS STUDENTS MAJORING IN ENGLISH LITERATURE UNIVERSITAS BRAWIJAYA

This article reports the findings of a study conducted in English Literature at the Faculty of Cultural Studies in Universitas Brawijaya in 2020. The research focused on the most frequent language learning strategies used by 20 international program students’ batch of 2017 that have been conducted the Overseas Academic Program (OAP). For the data collection, data were gained from Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 in the form of online. The results of the study showed that the most frequent strategy used by batch of 2017 international class students is compensation strategy with an average 3.82. When the class of 2017 as EFL learner conducted the Overseas Academic Program (OAP), they were required to communicate with English speakers using English and when they forgot a vocabulary, they changed it using gestures to keep the conversation going and then tried to guess what the interlocutor would say after.

Linguistic Competence, Discourse Competence, and Language Learning Styles of Fourth-year English Majors

Communicative competence and language learning styles are essential factors for a language teacher to be effective in language instruction. This research assessed the communicative competence, with an emphasis on linguistic and discourse competences, of fifteen fourth-year BSED English majors and correlated it with their language learning styles. To gather the data, participants completed three different instruments: writing and speaking prompts to evaluate linguistic competence, discourse completion tasks for assessing discourse competence, and the Strategy Inventory of Language Learning (SILL) to determine their language learning styles. All the collected data were then used to establish any significant relationships between linguistic and discourse competences and the language learning styles. The findings revealed that fourth-year BSED English majors possess moderate proficiency levels in both linguistic and discourse competences. Additionally, all identified learning strategies were employed at a high rate, except for memory. However, it was also found that language learning styles did not significantly impact linguistic and discourse competences. Based on these findings, it is recommended that a similar study be conducted in a face-to-face setting to validate the results obtained through online platforms during the pandemic.

Gender Effect in Using Strategies for Learning English Language: A Context of Aliya Madrasa Education in Bangladesh

Language learning strategies can be referred to a number of effective techniques, conscious behaviors or steps for proper acquisition of a second language. Several studies reported that females use more language learning strategies than males do, while some other research opined that there were no significant differences in the usage of learning strategies across genders. In Bangladesh, Aliya Madrasa students learn English language as a compulsory subject from Ebtedayi level that is equivalent to primary level and continues until Dakhil level which is equivalent to secondary school certificate level. However, from the very recent report of BANBEIS and World Bank of 2015 it has been observed that the English language proficiency level of the students of Aliya madaras are far below the acceptable level. The English language proficiency of the female Aliya madrasa students are more disappointing. Therefore, the researcher endeavors to identify weather differences exist between male and female English language learners of Aliya Madrasa in using different strategies to learn a second language. This study was conducted through a questionnaire survey and telephone interviews in which the researcher has made efforts to find out the various learning strategies applied by male and female learners ( at madrasa ) for successful acquisition of a second language. 160 learners of four different Aliya Madrasas participated in the study. Data were collected using a questionnaire adapted and modified from SILL (Oxford 1990) i.e., Strategy Inventory of language learning. Besides identifying the different kinds of strategies, the researcher also provides suggestions and recommendations for improving English language learning at Dakhil level, which will facilitate updating the education system in question and help the stakeholders to bring qualitative changes in the students’ learning outcome.

Gender-Based Differences in English Language Learning Strategies Among Vietnamese EFL High School Students

In this era of globalization, English literacy is always at the forefront of our minds. English competence is significantly associated with the use of language learning strategies (Griffiths & Oxford, 2014; Pawlak, 2021). Nevertheless, a number of characteristics, including gender, influence the choice of language-learning strategies (Oxford, 1989). The purpose of the present study was to determine (1) the extent to which high school students apply specific language learning strategies and (2) whether there is a difference between the language learning strategies employed by male and female students. As data collection instruments, questionnaires based on Oxford's (1990) Strategy Inventory for Language Learning (SILL) questionnaire were used. 321 Vietnamese high school students in grades 10 through 12 from the Mekong Delta participated in the study. The results demonstrated that, among the many types of learning methods, the students engaged metacognitive strategies most frequently, while affective strategies were applied the least. In addition, the data revealed how gender influences the choosing of language learning strategies by students. Accordingly, recommendations for increasing teaching and learning practices were provided, adding to the success of both the teaching and learning activities of teachers and students.

The Correlational Study between Students’ Motivation and Students’ Volition in Taking TKBI

This study is an attempt to find out the correlation between students’ motivation and students’ volition in taking TKBI. The participants of this study are 41 students who have taken TKBI. The data for measuring students’ motivation is collected by using the Motivational Strategies for Learning Questionnaire (MSLQ), based on (Pintrich, Smith, Garcia & McKeachie, 1991; Pintrich, Smith, Garcia & McKeachie, 1993), while the students’ volition is measured by collecting data using the Academic Volitional Strategy Inventory (AVSI) based on MacCann and Garcia (2004). For the data analysis, Pearson’s Product-Moment Correlation coefficient is used by using SPSS version 15.0 for Windows. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.01. The finding of the study reveals that there is a positive and significant correlation between students’ motivation and students’ volition in taking TKBI. This study is suggested to raise the students’ awareness of motivation and volition in taking TKBI.

The Relation Between Language Learning Strategies and Achievement of English Language Learners

This study aims to determine the students’ strategy preferences and to explore the relationship between the language learning strategies of the students and their academic achievement in language skills. The research was conducted with the participation of 405 (F=162, M=243) preparatory program students of a school of foreign languages at a state university in Turkey. In accordance with the purpose of the study, the Turkish version of the Strategy Inventory of Language Learning for English Language Learners Student Form (SILL-ELL Student Form) adapted by Ardeshava and Tretter (2013) was used to gather data. As a result, students use metacognitive and social strategies, among indirect strategies, more than other strategy categories. Further, it was found that students use strategies moderately and there is female superiority in using language learning strategies. In addition, some sub-categories of language learning strategies have an impact on achievement in skills and some measures of the language achievement test.