Investigating language learning strategies: Prospects, pitfalls and challenges

2019 ◽  
pp. 136216881987615
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Strategy Use ◽  
Language Learner ◽  
Future Research ◽  
Language Learning Strategies ◽  
Methodological Choices ◽  
Research Findings ◽  
Based Instruction ◽  
Definition Of

Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford, 2014; Oxford, 2017; Oxford & Amerstorfer, 2018; Pawlak, 2011; Pawlak & Oxford, 2018). While acute problems related to the definition of LLS, their characteristics, their separation from regular learning activities or their actual utility have surely not disappeared, some promising solutions have been proposed (Griffiths, 2018; Oxford, 2017) and calls to abandon the concept have been countered (Dörnyei, 2005). This said, a question arises as to what can be done to move the field forward. Following a brief overview of existing research, the article tackles this issue with respect to the following areas: (1) foci of future research, (2) methodological choices, and (3) consideration of how research findings can inform pedagogy.

scholarly journals Designing and Piloting a Tool for the Measurement of the Use of Pronunciation Learning Strategies

2010 ◽  
Vol 8 ◽  
pp. 189-202 ◽  
Author(s):  
Mirosław Pawlak
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Learning Strategies ◽  
Future Research ◽  
Data Collection Tool ◽  
Research Findings ◽  
Based Instruction ◽  
The Impact ◽  
Point Of Departure

Despite the fact that the last few years have witnessed a growth of interest in pronunciation learning strategies (PLS) (e.g. Petersen 2000; Pawlak 2008a; Wrembel 2008), this line of inquiry still remains neglected and is in urgent need of further empirical investigation. This is because the available research findings are primarily confined to the identification and description of the strategic devices that learners draw upon in their attempts to learn the various segmental and suprasegmental features, with only a handful of studies addressing such issues as the factors influencing PLS choice and use, the impact of proficiency levels or the value of strategies-based instruction in this area. Another problem is related to the use of diverging research methodologies and data collection tools, which renders it impossible to make comparisons between various studies, view their results in a cumulative way and arrive at conclusions concerning the effectiveness of specific strategies used by learners. What appears to be indispensable to drive the field forward and ensure that research findings will be comparable across studies and provide a sound basis for feasible pedagogic proposals is to draw up a classification of PLS and design on that basis a valid and reliable data collection tool which could be employed to measure the use of these strategies in different groups of learners, correlate it with individual and contextual variables, and appraise the effects of training programs. In accordance with this rationale, the present paper represents an attempt to propose a tentative categorization of pronunciation learning strategies, adopting as a point of reference the existing taxonomies of strategic devices (i.e. O'Malley and Chamot 1990; Oxford 1990) and the instructional options teachers have at their disposal when dealing with elements of this language subsystem (e.g. Kelly 2000; Goodwin 2001). It also introduces a research instrument designed on the basis of the classification that shares a number of characteristics with Oxford's (1990) Strategy Inventory for Language Learning but, in contrast to it, includes both Likert-scale and open-ended items. The findings of a pilot study which involved 80 English Department students demonstrate that although the tool requires considerable refinement, it provides a useful point of departure for future research into PLS.

scholarly journals Metodologia badań nad strategiami uczenia się

Neofilolog ◽  
2009 ◽  
pp. 65-83 ◽  
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Validity And Reliability ◽  
Language Learning Strategies ◽  
Future Studies ◽  
Research Findings ◽  
Methodological Problems ◽  
Based Instruction ◽  
The Relationship ◽  
Further Development

The last thirty years have witnessed considerable advances in empirical investigations into language learning strategies, with researchers identifying and classifying strategic devices, providing insights into factors influencing their use, investigating the relationship between the application of strategies and proficiency, and appraising the contributions of strategies- based instruction. Such developments have been accompanied by attempts to refine the existing research tools and design more effective ways of accessing learner’s mental processes. These efforts have not been entirely successful, which is unfortunate since methodological problems limit the validity and reliability of research findings and preclude comparisons between studies, thus stymieing further development of the field. The article evaluates the most frequently used tools and procedures in research on language learning strategies and offers guidelines on how future studies of this kind should most beneficially be conducted.

scholarly journals Learning English as Thai Adult Learners: An Insight into Experience in Using Learning Strategies

2015 ◽  
Vol 8 (12) ◽  
pp. 144 ◽  
Author(s):  
Kasma Suwanarak
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Qualitative Data ◽  
Strategy Use ◽  
Future Research ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Factors Affecting ◽  
Individual Interviews

<p>This research aims to understand language learning strategies of Thai adult learners and factors affecting their strategy use. The participants are forty officers of General Service Division of the Council of State of Thailand, attending an English training course for developing their work potential. The data were collected through the questionnaire adapted from the Strategy Inventory for Language Learning (SILL). To further explore personal views about their experience in learning strategies and factors influential on their strategy use, fifteen participants were selected for individual interviews. Findings revealed that the learners reported an overall preference for the use of social strategies. Analysis of the qualitative data confirmed most of the SILL responses and revealed additional strategies and factors affecting the strategy use. Individual learners chose strategies suitable for the achievement of their goals and take account of their affective needs and work context. Overall, this study has emphasized the necessity of having qualitative data which can enrich and illuminate the findings of quantitative data and could be valuable resources for considering appropriate ways in which English proficiency of Thai adult learners could be developed. Implications are drawn regarding the language learning strategies of adult learners and their strategy use as professional engagement as well as recommendations for future research.<strong></strong></p>

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

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

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. 

Grammar learning strategies as a key to mastering second language grammar: A research agenda

2019 ◽  
Vol 53 (3) ◽  
pp. 358-370
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research Agenda ◽  
Language Learning Strategies ◽  
Real Time Processing ◽  
Time Processing ◽  
Grammar Learning ◽  
Grammar Rules ◽  
Based Instruction ◽  
Made In

AbstractAlthough major advances have been made in research on language learning strategies (LLS), there are some areas that have been somewhat surprisingly neglected by specialists. This applies without doubt to the strategies that learners draw on to better understand and learn grammar rules but also to employ grammar structures in real-time processing, as required in spontaneous communication. In this paper, I outline a research agenda for grammar learning strategies (GLS), identifying three distinct lines of inquiry: (1) identification and measurement of GLS, (2) examination of factors moderating GLS use, and (3) strategies-based instruction as applied to GLS. Although these three areas are to some extent reflective of the main foci of empirical investigations in research on LLS, in each case, I try to demonstrate how cutting-edge theoretical and empirical developments can be applied to the study of GLS. For each of the three areas, I propose research tasks the execution of which has the potential of moving research on GLS forward.

CALLing for help: researching language learning strategies using help facilities in a web-based multimedia program

ReCALL ◽  
2002 ◽  
Vol 14 (2) ◽  
pp. 235-262 ◽  
Author(s):  
JOAN-TOMÁS PUJOLĂ
Keyword(s):  
Language Learning ◽  
Adult Students ◽  
Learning Strategies ◽  
Second Language Learners ◽  
Material Design ◽  
Language Learner ◽  
Listening Skills ◽  
Language Learning Strategies ◽  
Web Based ◽  
Multimedia Program

This paper summarizes the research described in a PhD thesis (Pujolă, 2000) which presents a description of how learners use the help facilities of a web-based multimedia CALL program, called ImPRESSions, designed to foster second language learners’ reading and listening skills and language learning strategies. The study investigates the variation of strategy use in a CALL environment: Twenty two Spanish adult students of English worked with the program in four sessions and their computer movements were digital-video screen recorded. Together with direct observation and retrospective questions a detailed picture of learners’ deployment of strategies was drawn. As the emphasis was on the process rather than the product, the description and analysis of the data focus on the observation of the language learning strategies learners deployed when using the help facilities provided: Dictionary, Cultural Notes, Transcript, Subtitles and Play Controls, Feedback and an Experts module specifically designed to provide the language learner training component of the program. The qualitative analysis of the data indicates that many variables have an influence on the amount and quality of the use of the help provided by the program, from the learners’ individual differences to the fact that the CALL environment may prompt learners to behave or work in a different way from a more conventional type of learning. The results of the study provide information for future CALL material design and the type of research offers new possibilities for CALL research methods.

scholarly journals The use of language learning strategies in a second and third language: The case of foreign language majors

2018 ◽  
Vol 8 (2) ◽  
pp. 427-443 ◽  
Author(s):  
Mirosław Pawlak ◽  
Zuzanna Kiermasz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Third Language ◽  
The Third ◽  
Proficiency Level ◽  
Scant Attention ◽  
High Level

Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.

Situating Language Learning Strategy Use

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes.

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