A Comparison of efl Teachers’ Perceptions of Language Learning Strategies (LLSS) and Learners’ Reported Use of Llss in Their English Language Classes

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

Download Full-text

SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

Proceedings of the ICECRS ◽

10.21070/picecrs.v1i1.523 ◽

2016 ◽

Vol 1 (1) ◽

Author(s):

Peter Lee Pui Weng ◽

Melor Md Yunus ◽

Mohamed Amin Bin Embi

Keyword(s):

Second Language ◽

Primary School ◽

Language Learning ◽

Learning Strategies ◽

English Language ◽

Strategy Use ◽

Language Learning Strategies ◽

English As Second Language ◽

Vocabulary Strategies ◽

Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed.

Download Full-text

Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

Malaysian Journal of Learning and Instruction ◽

10.32890/mjli2018.15.2.3 ◽

2018 ◽

Vol 15 (Number 2) ◽

pp. 55-81

Author(s):

Abu Bakar Razali ◽

Lim Ying Xuan ◽

Arshad Abd. Samad

Keyword(s):

Language Learning ◽

Learning Strategies ◽

English Language ◽

English Proficiency ◽

T Test ◽

Language Learning Strategies ◽

Self Directed Learning ◽

Proficiency Levels ◽

Significant Difference ◽

Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Download Full-text

Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.9n.4p.59 ◽

2018 ◽

Vol 9 (4) ◽

pp. 59

Author(s):

Qusay Mahdi Mutar

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Language Proficiency ◽

English Language ◽

Learning Strategy ◽

Sixth Grade ◽

Language Learning Strategies ◽

School Students ◽

Proficiency Level ◽

Learning Strategy Use

To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males). The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students.

Download Full-text

The Study of Strategies in Learning English and English Academic Achievement

ENGLISH FRANCA Academic Journal of English Language and Education ◽

10.29240/ef.v5i2.3364 ◽

2021 ◽

Vol 5 (2) ◽

pp. 347

Author(s):

Noor Hayati ◽

Usman Usman

Keyword(s):

Academic Achievement ◽

Language Learning ◽

Learning Strategies ◽

English Language ◽

Learning Strategy ◽

Structured Interview ◽

English Language Learning ◽

Language Learning Strategies ◽

Correlational Design ◽

Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

Download Full-text

LEARNERS’ STRATEGIES TO DEVELOP THEIR COMMUNICATIVE COMPETENCE

International Journal of Language and Literary Studies ◽

10.36892/ijlls.v2i3.389 ◽

2020 ◽

Vol 2 (3) ◽

pp. 271-279

Author(s):

Durga Bhusal

Keyword(s):

English Language Learners ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

English Language ◽

Communicative Competence ◽

Affecting Factors ◽

Language Learning Strategies ◽

Learning And Teaching ◽

The One

Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.

Download Full-text

Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v19n2.57581 ◽

2017 ◽

Vol 19 (2) ◽

pp. 101-120 ◽

Cited By ~ 3

Author(s):

Maria Eugenia Guapacha Chamorro ◽

Luis Humberto Benavidez Paz

Keyword(s):

Language Learning ◽

Learning Strategies ◽

English Language ◽

Tertiary Education ◽

Strategy Instruction ◽

Language Teachers ◽

Language Learning Strategies ◽

Language Performance ◽

Language Tests ◽

And Performance

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance.

Download Full-text