scholarly journals The Relationships Among Language Learning Strategy, Motivation, Anxiety and Autonomy in Chinese EFL Learners

2018 ◽  
Vol 7 (3.21) ◽  
pp. 508
Author(s):  
Cheng Jianfeng ◽  
Gerard Sagaya Raj ◽  
Joanna Tan Tjin Ai
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Learner Autonomy ◽  
Cluster Sampling ◽  
Policy Makers ◽  
University Policy ◽  
Language Learning Strategy ◽  
English Major

This study attempted to explore the relationships among language learning strategy, motivation, anxiety and learner autonomy. Cluster sampling method was adopted to select 600 non-English major students as subjects at three universities in Henan province, China. Quantitative data collected from questionnaires was analyzed by SPSS 19.0. Results from Pearson correlation analysis showed that among the three investigated variables, language learning strategy and motivation had a significant positive relationship with learner autonomy in a decreasing order, but anxiety was significantly and negatively correlated with learner autonomy. Results from multiple regression analysis indicated that learning strategy could best significantly predict the variance of learner autonomy, followed by motivation and anxiety. The findings would make suggestions to university policy-makers, English language lecturers, and learners on the implementation of autonomous English language learning.  

scholarly journals Analyzing the Relationship of English Language Learning Anxiety and English Language Learning Strategy Use Among English Major Undergraduates in Shi Jiazhuang, China

2019 ◽  
Vol 10 ◽  
pp. 1569-1575
Author(s):  
Wang Fei
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Learning Anxiety ◽  
Language Learning Strategy ◽  
English Major ◽  
Language Learning Anxiety ◽  
The Relationship

The study investigated the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning strategy among English major college students in Shi Jiazhuang, China. The quantitative research method was adopted in this study. The instruments were Foreign Language Class Anxiety Scale and Strategy Inventory Language Learning. The subjects were 400 English major students from Shi Jiazhuang College. The results showed that there exists a negative relationship between foreign language learning anxiety and the use of foreign language learning strategy. According to the findings of this study, it is necessary to reduce learners’ foreign language learning anxiety so as to apply more types of foreign language learning strategies efficiently, especially for those foreign language learners with high-level learning anxiety. Some suggestions were put forward for pedagogical implications, which will make Chinese learners be more successful during the process for foreign language acquisition.

scholarly journals A Critical Review: Language Learning Strategy and Teachers’ Characteristics in Indonesian English Language Teaching

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Emilda Oktaviyani
Keyword(s):  
Language Learning ◽  
Critical Review ◽  
Qualitative Method ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
Secondary Level ◽  
English Language Teaching ◽  
Positive Correlation ◽  
Language Learning Strategy

This paper discusses the relation between language learning strategy (LLS) and teachers’ characteristics. The objective of this study is to investigate the effect of teachers’ characteristics in students’ language learning strategy that will lead to the success of students in mastering English. The study was conducted by giving the teachers’ characteristics and LLS queationnaires to 50 secondary level students. This study employed descriptive qualitative method. The finding showed a positive correlation between teachers’ characteristics and students’ language learning strategy. Teachers’ characteristics strongly affect the way students learn. Once the students feel comfortable to the class and the teachers, it is just a piece of cake to master the lesson. In sum, as English teachers, it is better to mind our characteristics. Keywords: Teachers’ Characteristics, Students’ Language Learning Strategy (LLS) and EFL

scholarly journals Analisa Kebutuhan Pembelajaran Mata Kuliah Bahasa Inggris untuk Mahasiswa Non-Jurusan Bahasa Inggris di Universitas Islam

2019 ◽  
Vol 19 (1) ◽  
pp. 1-14
Author(s):  
Alfian Alfian
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Religious Education ◽  
English Language ◽  
Learning Strategy ◽  
Lesson Plan ◽  
Language Teachers ◽  
Wide Range ◽  
English Major ◽  
Religion Teacher

The purpose of this study is to analyze the needs of students towards English courses for non-English Department students. This research is focused on analyzing the need for teaching materials, desired teaching methods and student language learning strategies. This research is a case study involving 136 Islamic Religious Education (PAI) and Islamic Religion Teacher Education (PGMI) students. The data was collected from respondents by conducting surveys and interviews. Survey data were analyzed using SPSS and Thematic analysis was used to analyze data from interviews. The results of this study indicateed that speaking skill is the skill that is mainly needed by students. Furthermor the development of vocabulary is also the main focus of the students. The results of this study with regard to learning methods show that students like mixed methods.  In reference to the learning strategy, the students used variety and wide range of learning strategies. This research is very useful for English language teachers especially for the preparation of the lesson plan for non-English major students.

scholarly journals A Study on Mobile Language Learning Strategy of Non-English Majors in a Chinese Private University

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Yongjin Zhu ◽  
Han Cheng ◽  
Kaxi Hu
Keyword(s):  
Language Learning ◽  
Quantitative Study ◽  
Learning Strategy ◽  
Private University ◽  
Female Students ◽  
Moderate Level ◽  
Male And Female ◽  
Significant Difference ◽  
Language Learning Strategy ◽  
English Major

This quantitative study investigated the mobile language learning strategy of non-English major students among a Chinese private university. A total 107 students were selected and the results showed that the students had a moderate level of mobile language learning strategy and in each sub-strategy. No significant difference was found in the uses of language strategy between the male and female students.

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