scholarly journals A Systematic Review on Language Learning Strategies for Speaking Skills in a New Learning Environment

2021 ◽  
Vol 10 (4) ◽  
pp. 2055-2065
Author(s):  
Katherine Livan ◽  
Melor Md
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching Method ◽  
Cognitive Strategies ◽  
Future Research ◽  
Social Strategies ◽  
Use Of Technology ◽  
New Learning ◽  
Speaking Skills

<p style="text-align: justify;">Speaking skills have always been regarded as the most difficult skill out of the four skills that learners should master in language learning. The importance of learning speaking skills has also been highlighted by many researchers in recent years. With the use of technology in this modern era, learners can learn speaking skills through various resources. Therefore, there is a need to identify the learning strategies used by learners for speaking skills in the new learning environment. In this review, the most frequently used strategies in language learning for speaking skills has been examined. The articles reviewed were from 2017 until 2021 across two databases, ERIC and Google Scholar. The PRISMA 2020 methodology is used in the review. From the review, it was found that meta-cognitive and cognitive strategies were most frequently used for learning speaking skills, followed by compensation and social strategies. The least used strategies by learners were memory and affective strategies. The findings help teachers to look for the most suitable teaching method in the current learning environment. For future research, an extensive review of the use of learning strategies for other learning skills could be carried out.</p>

scholarly journals Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab

2020 ◽  
Vol 1 (1) ◽  
pp. 49-64
Author(s):  
Damar Gemilang ◽  
Hastuti Listiana
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Arabic Language ◽  
Social Strategies ◽  
Library Studies ◽  
The Media ◽  
The Right ◽  
Learning Types

This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.

scholarly journals The Influence of the Economic Students’ Motivations and Language Learning Strategies towards Their English Achievement in STIE Muhammadiyah Palopo

2018 ◽  
Vol 5 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Muhammad Iksan ◽  
Dirham Dirham
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
First Year ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
First Year Students ◽  
Study Programs ◽  
High Motivation ◽  
English Competence

The aims of this research were: (1) to investigate the students’ motivations, (2) to investigate the language learning strategies (LLSs) that are used by the students, (3) to investigate the level of students’ LLSs usage, and (4) to investigate the influence of the students’ motivations and the level of students’ LLSs usage towards their English competence. This research gave descriptions about the students’ motivations, LLSs that are used by the students, and the level of students’ LLSs usage. The sample of this research was 111 students that were taken from three classes of the first year students from three study programs, i.e. Ilmu Ekonomi, Manajemen, and Akuntansi. This research revealed that the students were categorized into high motivated to learn English where 70 students (63%) had high motivation, 25 students (23%) had very high motivation, 13 students (12%) had medium motivation, and 3 students (3%) had low motivation. This research also found that the students were dominantly used metacognitive strategies (44%), followed by compensation strategies (18%), affective strategies (14%), social strategies (10%), cognitive strategies (8%), and the least used strategies were memory strategies (6%). For the level of the students’ language learning strategies usage, the researcher found that the students level were categorized into medium, where 78 students (70%) mediumly used the LLSs, 30 students (27%) highly used the LLSs, 2 students (2%) lowly used the LLSs, and 1 student (1%) very highly used the LLSs.

A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty

2013 ◽  
Vol 477-478 ◽  
pp. 1541-1544
Author(s):  
Yong Hong Sun ◽  
Xiao Wei Jiang ◽  
Ling Zheng ◽  
Xiang Dong Xu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Quantitative Research Methods

This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strategies, Affective strategies and Social strategies, and they generally do not use Memory strategies.

scholarly journals Learning Strategies in Speaking Skill Applied by A Student in Second Grade of SMK Pelita Nusantara Kediri

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Diani Nurhajati ◽  
Alfianti Azizah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Target Language ◽  
Second Grade ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Speaking Skill ◽  
Asking Questions

Most of the students get difficulties when they want to communicate to others. It is caused many factors including the limited students’ vocabularies, pronunciation, the idea that they are delivered, and knowledge of grammar. To increase the students’ speaking ability, they usually apply certain strategies in learning. This research aims to investigate what strategies and how they are applied to solve the difficulties in speaking and increasing the ability of speaking.The subject of research is a student in second grade of SMK Pelita Nusantara Kediri. She is the best student of second grade and she always gets the best ranking. The writer did some observations and interview to get the data. There are two kinds of learning strategies that applied; they are direct strategies and indirect strategies. Direct strategies are language learning strategies that directly involve the target language, and indirect strategies are language learning strategies that support and manage language learning without directly involving the target language. Direct strategies that are applied are memory strategies that reflect very simple principles such as arranging things in order, making association, and reviewing, cognitive strategies that most important strategies are practicing, and compensation strategies which intended to make up for an adequate repertoire of grammar and, especially, of vocabularies. In indirect strategies that are applied are metacognitive strategies which provide a way for learners to coordinate their own learning process, affective strategies that help to regulate emotions, motivations, and attitudes, and social strategies that can help all learners increase their ability to empathize by developing culture understanding and becoming aware of others’ thoughts and feelings.It can be found that the strategies mostly  used were cognitive strategies and social strategies. Cognitive strategy used was practicing by repeating, recognizing and using formula and patterns, and practicing naturalistically. Social strategies used were asking questions and cooperating with others.

scholarly journals Individual Learner Differences and Language Learning Strategies

2017 ◽  
Vol 7 (2) ◽  
pp. 57-72 ◽  
Author(s):  
Mongkol Charoento
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Statistical Significance ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Research Participants ◽  
Learner Differences

This study aimed to investigate what language learning strategies were frequently used by English as a foreign language undergraduates at a public university in Bangkok, Thailand and the significant differences in the use of language learning strategies based on individual differences, including gender and self-rated English proficiency. The research was conducted with 392 Thai undergraduates through administering a quantitative method. Instruments for the study included a demographic questionnaire and Oxford’s Strategy Inventory for Language Learning. The findings revealed that research participants reported a low-to-medium use of language learning strategy. The strategies most used by learners were compensation strategies while the least were cognitive strategies. Regarding gender differences, female participants used the all six strategy categories more than did the male counterparts. The results also demonstrated that participants with different English proficiency employed learning strategies at different levels with a statistical significance at .05 in almost six strategies, except affective strategies. Research participants who were good at English most used metacognitive while social strategies were most used by participants with less English proficiency.

scholarly journals ANALISIS STRATEGI PEMBELAJARAN BAHASA INGGRIS MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR FIP UNM

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Sidrah Afriani Rachman
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Descriptive Study ◽  
English Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
First Semester ◽  
Faculty Of Education ◽  
Academic Year

The purpose of this study is to find out the students’ strategies in learning English. This research is a descriptive study with a qualitative approach and was conducted at the Faculty of Education UNM Campus VI Watampone in the academic year 2019/2020. The researcher involved 25 first semester PGSD students with TOEFL prediction score ≥ 400 as subjects in this study. To measure the use of students' English learning strategies, researchers used the Strategy Inventory of Language Learning - SILL version 7.0 designed by Oxford. The results of this study reveal that the language learning strategies that are often used by the students are memory strategies and cognitive strategies with an average of 3.74 and 3.71 that fall into the high category. Compensation strategies, metacognitive strategies, affective strategies and social strategies are in the medium category that is sometimes used.

scholarly journals Listening strategies employed by non-English department students

2017 ◽  
Vol 7 (1) ◽  
pp. 35
Author(s):  
Rohfin Andria Gestanti
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
English Department ◽  
Social Strategies ◽  
Language Learning Strategy ◽  
Qualitative Descriptive ◽  
Listening Strategies ◽  
Students Success

Language learning strategy is one of the influential aspects for students’ success in learning a language. Basically, language learning strategies are closely related to students taking language-related department. However, students from non-English Department also have the indication of using the strategies since English is one of the subjects taught in the curriculum. Thus this study aims to (1) identify what strategies are used by non-English Department students in Listening class and (2) describes to how the use of strategies influence students listening achievement. This study is a qualitative descriptive study with second-semester students from Governmental Science Department as the research subject. A questionnaire, observation, and documentation are used to collect the data. After analyzing the data, it was found that some strategies are used by non-English department students in their Listening subject, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. Moreover, the students use those strategies in moderate level. Thus, a comparison between the level of strategies use and students’ listening scores is made to describe to what extends the use of strategies influence students’ achievements.

scholarly journals English Language Learning Strategies used by Science Students

2019 ◽  
Vol 8 (1) ◽  
pp. 16-36
Author(s):  
Nur Afni Syamaun ◽  
Usman Kasim ◽  
Asnawi Muslem
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Skills ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Boarding School ◽  
Science Students ◽  
Social Strategies ◽  
Language Learning Strategies

Learning strategies are ways employed by learners to enhance their learning. An active use of language learning strategies helps learners in control of their own learning by developing language skills, increasing confidence, and motivation in learning process. This study aims to investigate the dominant language learning strategies used by science students. It focused on listening, speaking, reading, and writing strategies that was studied using descriptive qualitative method. The subjects of this study were 56 eleventh-grade science students from the senior high boarding school of Darul Ikhsan. The questionnaire developed by Rubin and Thompson (1994) was distributed and the data was analyzed by looking at the highest frequency of students’ choice. The results indicated that the students employed cognitive strategies, metacognitive strategies, affective strategies, compensation strategies, and social strategies. However, the students used dominantly cognitive learning strategies across the four language skills. The findings recommended that students should be trained to use learning strategies properly. In addition, English teachers should consider the learners’ strategies by asking their intentions and use appropriate teaching methods.

scholarly journals Language learning strategies among Vietnamese EFL High School students

2019 ◽  
Vol 14 (1) ◽  
pp. 55-70
Author(s):  
Ngo Cong Lem
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Strategy Instruction ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
School Students ◽  
Wide Range

Despite productive research on language learning strategies (LLS), LLS is still a multifaceted topic subject to controversy. Thus, previous researchers have encouraged conducting further LLS research in different educational contexts and student population. The current study was conducted to examine the LLS use among high school students, a relatively neglected population in previous LLS studies. Participants in the study were 83 Vietnamese tenth-graders who were administered the Strategy Inventory for Language Learning (SILL) by Oxford (1990), including six subscales: memory-related, cognitive, compensatory, metacognitive, affective and social strategies. The results suggested that high school learners utilized a wide range of language learning strategies at a medium level of frequency, indicating a necessity for more explicit LLS instruction. While metacognitive strategies were reported as the most frequently utilized strategies, affective strategies were the least. Cognitive strategies, which were strongly related to other LLS groups, tended to play the central role in the language learners’ LLS employment. Gender was confirmed to be a significant factor that influenced the students’ LLS usage only in the case of social strategies. Pedagogical implications regarding strategy instruction were discussed.

scholarly journals The Relationship between Iranian EFL Learners’ Use and Preferences of Language Learning Strategies and Their Meta-Knowledge and Tasks of Pragmatic Competence

2017 ◽  
Vol 7 (1) ◽  
pp. 142
Author(s):  
Khadijeh Najafi ◽  
Firooz Sadighi ◽  
Mohammad Sadegh Bagheri ◽  
Lotfollah Yarmohammadi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Pragmatic Competence ◽  
Fars Province ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
The Mean ◽  
The Relationship

The present study investigated the relationship between Iranian EFL learners’ use and preferences of language learning strategies and their meta-knowledge and the tasks of pragmatic competence. Quick Oxford Placement Test, version 2 (2004) was administered and 120 upper-intermediate EFL university students majoring in English translation and TEFL were recruited from the available branches of the Islamic Azad University, Fars province. Likewise, a questionnaire entitled Iranian EFL learners’ meta-knowledge and pragmatic tasks (2016) was used to explore EFL learners’ meta-knowledge and tasks of pragmatic competence and the mean score was calculated. Then, Oxford Strategy Inventory for Language Learning (1990) was used to analyze EFL learners’ use and preferences of language learning strategies and the mean score was calculated. Also, to examine any possible relationship between EFL learners’ use and preferences of language learning strategies and their meta-knowledge and pragmatic tasks, some correlations were run. The results of data analyses showed that Iranian EFL learners were moderate in meta-knowledge and tasks of pragmatic competence and in their use of language learning strategies in general. More detailed analyses of the data ranked the order of the applications of the strategies as: social strategies, meta-cognitive strategies, cognitive strategies, memory strategies, compensation strategies and affective strategies from the most to the least frequent strategies applied by the participants of the study. There was a significant medium positive relationship between meta-knowledge and tasks of pragmatic competence and meta-cognitive strategy. However, there were slight but significant positive relationships between meta-knowledge and tasks of pragmatic competence and compensation and affective strategies and no relationships between meta-knowledge and tasks of pragmatic competence and social, affective and compensation strategies.

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