Strategy Inventory For Language Learning Research Articles

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.

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.

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.

THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND LANGUAGE LEARNING STRATEGIES OF CHINESE JUNIOR HIGH SCHOOL STUDENTS IN KUNMING, YUNNAN PROVINCE

This study aimed to investigate the language learning strategies and autonomy of 143 Chinese junior high school students from Kunming, Yunnan province. The measuring instrument for learner autonomy (MILLA) and the strategy inventory for language learning (SILL) were used to collect data. Then, the relationship between learner autonomy and preference for language learning strategies was analyzed using Pearson Correlation. The results of the quantitative research revealed that participants perceived themselves as high-level autonomy learners (mean = 3.88, SD = 0.47) in all dimensions, including technical, psychological, political, philosophical, and socio-cultural dimensions. They usually use language learning strategies (mean = 3.57, SD = 0.67) of both direct and indirect strategies. The Chinese junior high school students perceived that they had the capacity to decide their goals and the contents of learning English. However, they also hoped that the teacher could be a collaborator during their learning process. They reported that they used meta-cognitive strategies at the highest frequency (mean = 3.68, SD = 0.78), while compensation strategies were reported at the lowest frequency (mean = 3.36, SD = 0.76). A moderate positive correlation (r = 0.68, 0.01 level 2-tailed) was found between the level of learner autonomy and the preference for language learning strategies. Suggestions and practical implications are offered for teachers to help students consciously use language learning strategies that can subsequently help them become autonomous learners.

LANGUAGE LEARNING STRATEGIES OF ESP LEARNERS: A COMPARISON BETWEEN DURING AND POST-PANDEMIC SITUATION

Several studies have highlighted the importance of language learning strategies (LLS) for second and foreign-language learners. These strategies have played a significant role in distinguishing between more successful and less successful language learners. However, the outbreak of the COVID-19 pandemic in 2020 brought about unprecedented changes in the teaching-learning process, with a shift towards online platforms. This study aimed to determine what language learning strategies were applied by the 85 learners of the Mathematics and Biology Departments, ESP (English for Specific Purposes) learners taking English courses during and after the pandemic. In addition, this study also investigated whether there are any similarities or differences in the language learning strategies employed by using comparative design. To collect data, the researcher utilized the Strategy Inventory of Language Learning from Oxford (1990), translated into Indonesian, to ensure clear comprehension among the learners. Descriptive statistics for means and standard deviations were then used to analyze the data. The analysis revealed that, regardless of the circumstances, the students applied all strategies in their learning. Then, they consistently applied the metacognitive and memory strategies more frequently than others.Additionally, the findings indicated that the students utilized the social strategy during the COVID-19 pandemic, while the affective strategy was employed somewhat in the post-pandemic period. The outcomes of this study have significant implications as they raise awareness among learners and ESP instructors about the benefits of employing language learning strategies. Recognizing and utilizing these strategies can significantly enhance language learning outcomes. By understanding the preferred strategies employed by students during different periods, instructors can tailor their teaching approaches accordingly to maximize the effectiveness of language instruction.

THE IMPLEMENTATION OF SOCIAL LEARNING STRATEGY FOR LEARNING ENGLISH FOREIGN LANGUAGE IN VOCATIONAL HIGH SCHOOL

This study aims to investigate students' perceptions of Sosial Learning Strategies in improving various English as a Foreign Language (EFL) language skills in SMK N 4 Semarang. A descriptive qualitative method was used with a questionnaire survey to collect data from 66 students of SMK N 4 Semarang who completed the 4 items of the Strategy Inventory for Language Learning (SILL) questionnaire and a Background Characteristics survey. The study's findings indicate that how English is used in practice affects how well it is learned. The findings showed a connection between using social strategies and effectively learning English. The most commonly used social strategies are “I review English lessons with my closest friends”.

EMPOWERING ENGLISH LANGUAGE LEARNING THROUGH SOCIAL LEARNING STRATEGIES IN VOCATIONAL SCHOOL

This study aims to investigate students' perceptions of Social Learning Strategy (SLS) in empowering various English as a Foreign Language (EFL) language skills in SMK N 6 Semarang. A descriptive qualitative method was used with a questionnaire survey to collect data from 35 students from SMK N 6 Semarang who completed the first nine items of the Strategy Inventory for Language Learning (SILL) questionnaire and a background characteristics survey. The study's findings indicate that how English is used in practice affects how well it is learned. The findings showed a connection between using social strategies and effectively learning English. The most commonly used social strategies are to mix Indonesian and English words if students do not know the English word or practice English with the English teacher and classmates.

INVESTIGATION MEMORY LEARNING STRATEGY USED BY STUDENTS’ VOCATIONAL SCHOOL AS ENGLISH FOREIGN LANGUAGE

The focus of this study was to determine which memory strategy was more frequently used by students at SMK N 4 Semarang. This study involved 35 students from class 12 building engineering 3. A descriptive qualitative technique with a questionnaire survey was used to collect data from 35 students of SMK N 4 Semarang who completed the first nine questions of the Strategy Inventory for Language Learning (SILL) questionnaire and a Background Characteristics survey. According to Miles dan Hubermen (1994), believes that in qualitative data analysis, actions are carried out interactively and constantly until the data is saturated. The absence of new data or information is a measure of data saturation. The research process includes three concurrent streams of activities: data reduction, data display, and drawing conclusions/verification. The outcomes of the study demonstrate that how English is used in practice influences how well it is acquired. The findings showed that memory strategy most frequently used by the students was I use rhymes to remember new English words or I physically act out new English words. As a result, teachers should consider this and engage with students to encourage and expand understanding of the benefits of using memory strategies successfully when studying English as a foreign language.

Exploring multiple intelligences and language learning strategies among science and technology students in a Malaysian university

Abstract Student profiling and learning strategies have gained the interest of many researchers. In language learning in particular, understanding students’ learning strategies as well as their multiple intelligence profiles is significant because it allows the teachers to develop and design lessons and materials that are customised to their diverse learning needs. Hence, this study investigates the Multiple Intelligences (MI) and Language Learning Strategy (LLS) profiles of students from various science and technology faculties of Universiti Teknologi MARA (UiTM) Terengganu, with a focus on gender differences. The study’s objectives were to determine the dominant students’ MI profiles, their preferred LLS, and gender variations in these variables. Two instruments were adopted in this study, namely McKenzie’s Multiple Intelligences Inventory and the Strategy Inventory for Language Learning (SILL). The findings indicated that the students mostly acquire introspective intelligence, and the majority of male respondents use metacognitive learning strategies. However, the findings revealed a significant positive relationship between MI and LLS. Based on these findings, the study emphasises the importance of incorporating MI and LLS in language teaching and learning and provides recommendations for language teachers to create lesson plans and teaching materials that suit the students’ needs.

Indonesian EFL’s Learning Strategies and Personality Types in Achieving TOEFL Score Above 500

There are many English proficiency exams available, including the TOEIC, TOEFL, and IELTS. TOEFL is one of the most well-known English proficiency tests in Indonesia, which is taken for both academic and professional requirements. The average TOEFL score for Indonesian students is still below the global norm of 500. Based on the problems and the difficulties faces by most of Indonesia learners, this study tries to analyze the learning strategies used by learners who successfully achieve TOEFL scores above 500. This study also delves into the learner's personality types in order to understand the characteristics of each type that affected their learning strategy. The 15 participants are randomly selected from Indonesian EFL students between the ages of 20 to 25. The participants must have taken the TOEFL test and received the score above 500. Both quantitative and qualitative writing are used in this study. The quantitative method used in analysing the data collection, the researchers employed descriptive statistic data analysis in Excel to find out the mean. Two different types of instruments were used to collect the data: Oxford's Strategy Inventory for Language Learning and the Myers-Briggs Type Indicator. The result of this study shows; metacognitive strategy as the dominant strategy utilised by the majority of learners and there are 8 personality types such as; ISTJ, INFJ, ISFP, INFP, ENFP, ESTJ, ESFJ, and ENFJ.

A Comparative Study of Language Learning Strategies Use Between High and Low EFL College Achievers

Language learning strategy (LLS) not only benefits adults’ cognitive and thinking development but also is important for developing students’ independent learning skills and hence plays a significant role in college English learning. The study attempted to investigate the differences and similarities of LLS use and preference between high achievers and low EFL college achievers. The study employed a quantitative method in that 518 college participants are selected to engage in the Strategy Inventory for Language Learning (SILL) questionnaire. The statistic analysis was employed to the six dominions: memory, cognitive, compensation, metacognitive, affective and social strategies. The results indicated that the preference of high and low EFL college achievers using LLS is basically similar. The level of high achievers using LLS was higher than that of low EFL college achievers. The study revealed the respective characteristics of the research population and made a useful attempt in the field of research on LLS of high achievers and low EFL college achievers. Further research may involve hidden influence factors of LLS use between the high and low achievers.