scholarly journals Review of Situating language learning strategy use: Present issues and future trends; Editors: Zoe Gavriilidou, Lydia Mitits; Publisher: Multilingual Matters, 2021; ISBN: 9781788926713; Pages: 376

2021 ◽  
Vol 11 (2) ◽  
pp. 297-303
Author(s):  
Jakub Bielak
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Research Area ◽  
Strategy Use ◽  
Future Trends ◽  
Journal Articles ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Meta Analyses ◽  
Numerous Journal

Despite recently going through a sort of a crisis brought about by critical remarks made by eminent scholars (e.g., Dörnyei, 2005) about the raison d’être of the whole research area, the field of language learning/learner strategies (LLSs) is still very much alive and kicking. This is manifested by constant publication of meta-analyses (e.g., Plonsky, 2011), numerous journal articles, including state-of-the-art pieces (e.g., Pawlak, 2019), special issues of journals (e.g., Pawlak & Oxford, 2018) and books (e.g., Oxford, 2017), and the organization of a conference series (Situating Strategy Use [SSU]), all devoted exclusively to LLSs. The book under review here, Situating Language Learning Strategy Use: Present Issues and Future Trends, edited by Zoe Gavriilidou and Lydia Mitits, includes chapters originating in the talks delivered at the Second International Conference on SSU (Komotini, Greece, September 2017).

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

2019 ◽  
pp. 399-410
Author(s):  
Ke Zhao
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Strategy Use ◽  
Business English ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Collaborative Inquiry Learning

This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.

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