Language Learning: Reading Comprehension, Motivation, Strategies, And Academic Achievement

2020 ◽  
Vol 8 (6) ◽  
pp. 32-36
Author(s):  
Annie A. Parmis ◽  
Rose B. Bandalan ◽  
Jade C. Clerigo
Keyword(s):  
Academic Achievement ◽  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategies ◽  
Significant Relationship ◽  
Meaning Making ◽  
Reading Motivation ◽  
Language Learning Strategies ◽  
Work Avoidance ◽  
Do So

This study was focused on language learning in terms of reading motivation and comprehension as well as with language learning strategies in relation to academic achievement of college students at the Visayas State University (VSU). The first set of respondents composed of forty-eight (48) Bachelor of Arts in English Language (AB-EL) students took a reading comprehension test and answered a reading motivation survey adopted from Wigfield and Guthrie (1997). The second set of respondents composed of thirty-one (31) Spch 11 (Speech Communication) students answered a survey on language learning strategies adopted from Oxford (1990). The study followed a descriptive survey design. Data were analyzed using descriptive statistics. Spearman's Rho was also used for correlation analyses. With regard to the reading motivation and comprehension of the AB-EL students, results showed that among the 11 aspects of the Motivation for Reading Questionnaire (MRQ), three of them emerged as having a significant relationship with reading comprehension. These are "challenge", "compliance" and "reading work avoidance". "Challenge" is positively correlated while "Compliance" and "Reading Work Avoidance" are negatively correlated to reading comprehension. This result implies that those who feel challenged while engaging in the reading selection have a higher level of reading comprehension. However, those who read because they are required to do so have a lower reading comprehension than those who read because they choose to do so. Also, those who tend to read to escape from work  have a lower level of reading comprehension. Therefore, one's reading motivation can in a way affect his or her reading comprehension. Among the three factors that have a significant relationship with reading comprehension, "Compliance" is considered to be the most influential to students' reading comprehension. Therefore, reading to accomplish a requirement has a greater negative effect on the students' reading comprehension than reading to have an excuse to escape from work. It is disadvantageous because reading for the sake of completing or accomplishing a requirement or task is not the ideal expectation when someone reads for comprehension. Reading for comprehension embodies everything from meaning-making to experiential learning. Meanwhile, with regard to the language learning strategies in relation to the academic achievement of Spch 11 students, findings revealed that only Affective Strategies correlate with the students' academic achievement ("good" to "very good"). This implies that all the other language learning strategies covering Memory, Cognitive, Compensation, Metacognitive, and Social are independent to the respondents'  academic achievement. Therefore, this study concludes that the affective factors have something to do with one's language learning strategy. Affective strategies tend to have a powerful influence on the techniques to help students control their emotions, attitude, motivation, and values, thus facilitating one's language learning.

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

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).

On the Relationship between Critical Thinking Ability, Language Learning Strategies, and Reading Comprehension of Male and Female Intermediate EFL University Students

2016 ◽  
Vol 6 (6) ◽  
pp. 1241 ◽  
Author(s):  
Amir Marzban ◽  
Zahra Barati
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Strategy Use

This study was going to investigate the relationship between critical thinking ability, language learning strategies, and reading comprehension of male and female Iranian intermediate EFL university students majoring in English translation and English teaching at Tehran Azad University, South Branch. The participants chosen were 100 EFL learners that after homogenizing 79 remained. This study was a correlational one. For the purpose of this study, California Critical Thinking Skill Test (CCTST), Strategy Inventory for Language Learning (SILL), and reading section of the TOEFL test were administered. Data were analyzed based on the questionnaires and they were submitted to the Statistical Package for Social Sciences (SPSS) version 22.0 for analysis. The Pearson- product moment correlation proved that there was a significant positive relationship between critical thinking ability and reading comprehension, as well as a positive relationship between language learning strategies and reading comprehension was found. Reading comprehension was considered as dependent variable. Finally, in order to find whether there was any difference between males and females in terms of critical thinking ability and their language learning strategy use an independent sample t-test was run. The findings revealed that there was not any significant difference between the performances of male and female participants in terms of critical thinking and their language learning strategy use. The findings of this study will be helpful for material developers, syllabus designers and EFL teachers.

scholarly journals Reading Comprehension in Face-to-Face and Web-Based Modalities: Graduate Students’ Use of Reading and Language Learning Strategies in EFL1

2011 ◽  
Vol 13 (2) ◽  
pp. 11 ◽  
Author(s):  
Fabio Alberto Arismendi Gomez ◽  
Doris Colorado López ◽  
Luisa Fernanda Grajales Marin
Keyword(s):  
Reading Comprehension ◽  
Graduate Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Reading Strategies ◽  
Law Students ◽  
Language Learning Strategies ◽  
Web Based ◽  
Face To Face ◽  
Depth Interviews

Few studies in Colombia have explored and compared students’ reading comprehension processes in EFL, in different modalities ofinstruction. This article reports on some findings of a larger study in which two groups of graduate Law students took a reading comprehensioncourse in English, delivered in two different modalities of instruction: face-to-face and web-based. Both courses were served by an English teacherfrom the School of Languages at Universidad de Antioquia. The data gathered from class observations, in-depth interviews, questionnaires, tests,the teacher’s journal and data records in the platform provided insights about the students’ use of reading and language learning strategies inboth modalities. Findings suggest that students applied the reading strategies explicitly taught during the courses and some language learningstrategies for which they did not receive any instruction.

scholarly journals Gender Differences in Language Learning Strategies

2019 ◽  
Vol 6 (1) ◽  
pp. 13-22
Author(s):  
Sumarni Sumarni ◽  
Noor Rachmawaty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Female Student ◽  
Strategy Use ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Teaching Technique ◽  
Do So

This study investigates the application of language learning strategies by different gender of university students. To do so, memory, cognitive, compensation, metacognitive, affective, and social language learning strategies were investigated. To collect data, the Strategy Inventory for Language Learning (SILL; Oxford, 1990) was administered to male and female student. They, then, were analyzed using descriptive statistics. The findings of the study indicated that students used a wider range of learning strategies and different from those often preferred by their gender. Both female and male often use social strategies while the lowest frequency strategy use both them were different. The results of this study can be useful for language teachers instead of raising their awareness on reducing the gap between the students' language learning strategies and their teaching technique preferences.

Sign in / Sign up

Export Citation Format

Share Document