The relationship between foreign language learning strategies and English language proficiency

2012 ◽  
Vol null (22) ◽  
pp. 67-95
Author(s):  
Woo-Young Kim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
The Relationship

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals Foreign Language Learning Strategies and Consecutive Interpreting Achievement: An Exploratory Study on Taiwanese Interpreting Students

2014 ◽  
Vol 58 (1) ◽  
pp. 146-164
Author(s):  
Yung-Nan Chiang ◽  
Daniel Steve Villarreal
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Exploratory Study ◽  
Foreign Language Learning ◽  
Future Research ◽  
Language Learning Strategies ◽  
Positive Correlations ◽  
Consecutive Interpreting ◽  
The Relationship

Although it has been frequently noted that interpreting students’ command of their working languages has not been solid enough to meet the challenge of interpreting, especially the challenge of interpreting from an A language to a B language, there has been no empirical research into whether their B language learning strategies are related to their interpretation achievement. This exploratory study filled this gap in the literature by investigating the relationship between foreign language (English) learning strategies and consecutive interpreting achievement among a group of undergraduate interpreting students in Taiwan. The participants’ learning strategies were assessed by Oxford’s Strategy Inventory for Language Learning (SILL), while their achievement was measured by their semester grades in Mandarin-English interpreting classes. Descriptive statistics and correlation analyses were used to analyze the data. The results showed that learning strategies had significant positive correlations with interpreting achievement, regardless of whether the SILL was analyzed in terms of the overall scale, its subscales, or its individual items. Based on the results, implications for offering learning strategies training to students are discussed and directions for future research are suggested.

scholarly journals Do Cultural Intelligence and Language Learning Strategies Influence Students’ English Language Proficiency?

2018 ◽  
Vol 9 (3) ◽  
pp. 655
Author(s):  
Noor Rachmawaty ◽  
M. Basri Wello ◽  
Mansur Akil ◽  
Syarifuddin Dollah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Cultural Intelligence ◽  
English Language ◽  
Learning Strategy ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
Relationship Of

Cultural Intelligence (CQ) is believed as an additional type to the existing forms of intelligence (IQ, EQ). It also explains why some individuals are more effective than others in culturally diverse situations. Studies have documented how successful language learners seem to use wider variety of language learning strategies than unsuccessful learners. Having these two important aspects in relation to the successfulness of acquiring foreign language thus this study is intended to explore the relationship of Cultural Intelligence, Language Learning Strategy and English Language proficiency. The study involved 87 second-year students of English Department, Mulawarman University. Data were gathered using The Cultural Intelligence Scale (CQS), The Strategy Inventory for Language Learning (SILL) and TOEFL. Descriptive and inferential statistics using SPSS 20 were used in the process of data analysis. The result reveals that CQ level of the students is medium (M=51.984) with metacognitive and motivational as dominant factors for both male and female students. The data shows that there is a significant relationship between CQ and LLS (F= 13.082, p= 0.001). This result confirms the previous studies that culture influences the frequency and type of LLS use. As for strategy categories, metacognitive is the most frequently used strategy (M=3.704) and affective is the least frequently used (M=3.080). The students’ proficiency level is ranging from elementary (25.29%) to advanced (8.05%). The dominant level is low intermediate. The data recorded that there is no correlation among cultural intelligence, language learning strategies and English language proficiency (F=1.208, p= 0.304).

scholarly journals A Comparative Study of Language Learning Strategies Used by Monolingual and Bilingual Learners

2016 ◽  
Vol 12 (26) ◽  
pp. 1
Author(s):  
Ahmet Yayla ◽  
Ishak Kozikoglu ◽  
Sehnaz Nigar Celik
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocational School ◽  
School Type ◽  
Language Learning Strategies

The purpose of this research is to analyze monolingual and bilingual university students’ language learning strategies (LLS) comparatively and to determine whether students’ level of using language learning strategies in foreign language learning process changes in terms of variables such as gender, department and school type. This research was conducted among 524 university students at Yüzüncü Yıl University and Bülent Ecevit University Çaycuma Vocational School. Data of the study was collected by “Strategy Inventory of Language Learning” developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007). Data collected was analyzed with descriptive statistics and parametric tests. As a result of the research, it was found that bilingual students use language learning strategies in foreign language learning process more than monolingual students. Furthermore, it was found that university students use language learning strategies at middle level; students mostly use metacognitive strategies and use affective strategies the least; female students use language learning strategies more than male students except cognitive and affective strategies; English language and literature and English language teaching department students use language learning strategies more than department of translation students; 4 years faculty students use language learning strategies more than vocational school students.

scholarly journals Language Learning Strategy Use and English Language Proficiency

2018 ◽  
Vol III (II) ◽  
pp. 439-453
Author(s):  
Akbar Ali ◽  
Aleena Zaman ◽  
Fatima Alam Khan
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Strong Relationship ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
Mean Values ◽  
Learning Strategy Use

The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels (low, medium and high proficiency). The data analysis revealed that there is a strong relationship between English language proficiency and the use of language learning strategies.

scholarly journals PROFICIENCY LEVEL AND LANGUAGE LEARNING STRATEGIES AMONG JORDANIAN STUDENTS AT UNIVERSITI UTARA MALAYSIA

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Eshraq Mahmoud Mustafa Jaradat ◽  
Haryati Bakrin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
Proficiency Level ◽  
Language Learning Strategy ◽  
Universiti Utara Malaysia

This study examines the relationship between proficiency level and language learning strategies (LLSs) among Jordanian students enrolled at Universiti Utara Malaysia. The frequency level of the LLSs employed by the students was also investigated. The theoretical foundation for the study was provided by three comprehensive theories which are the Behaviorism, the Cognitive Psychology, and the Schema Theory. The data for the LLSs was obtained from using Oxford’s (1990) Strategy Inventory for Language Learning (SILL) that classifies six different strategies: 1) Memory Strategy (MS), (2) Cognitive Strategy (COG), (3) Compensation Strategy (COMPS), (4) Metacognitive Strategies (MET), (5) Affective Strategy (AFCS) and (6) Social Strategies (SOC).  The frequency of the students’ overall use of LLSs was determined on a five-point Likert scale, ranging from high frequency use (3.5-5.0), medium frequency use (2.5-3.49), to low frequency use (1.0-2.49). Questionnaires were distributed and collected from a total of 97 students. Meanwhile, the students’ level of language proficiency was determined by their scores in the UUM English Language Proficiency Test (ELPT). Upon using the multiple regression analysis, the results show that the students used language learning strategies at a high frequency level. In addition, this study shows that there is a positive relationship between language learning strategy and proficiency level. These results indicate that proficiency level plays a vital role in determining the kinds of language learning strategy used. Curriculum designers and related bodies in Jordan should increase focus on the role of language learning strategies in promoting the acquisition of English language proficiency. The study also opens up avenues for more studies on language learning strategies not only in Jordan, but also in other countries where this area of study is lacking.

scholarly journals Second foreign language learning strategies and their variations across language proficiency levels among Iranian EFL learners

2017 ◽  
Vol 3 (6) ◽  
Author(s):  
A. Pazhakh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Language Learning Strategies ◽  
Advanced Learners ◽  
Proficiency Levels ◽  
Research Findings

Abstract. The present study has attempted to determine weather there is any relationship between language learning strategies employed by language learners, and if so what relationship exists between them. Furthermore, it has tried to investigate what effective and useful strategies the learners employ while learning English as a foreign language correspondent with their proficiency levels. A simulated TOEFL (REA, 1993) test was initially administered to classify the learners into three classes of proficiency levels. Oxford‟s Strategy Inventory, SILL, (Oxford, 1990) was used to determine the frequency of the language learning strategies applied by learners. The results of this study provide confirmation of previous research findings concerning the direct relationship between language learning strategies and language proficiency level, and represent the types of the strategies adopted by advanced, intermediate and elementary language learners. The implications of this study are to suggest both the metacognitive compensatory strategies, the most frequent strategies employed by advanced learners be instructed to the language learners in order to upgrade their proficiency level.Key Words: EFL, proficiency, second foreign languageResumen. Este estudio se intenta determinar la relación entre las estrategias empleadas para aprendizaje del idioma. Además, trata de ver qué estrategias útiles se usan para el aprendizaje correspondiente con la competencia de los idiomas. Un test simulado de TOEFL (REA, 1993) fue utilizado. El inventario de estrategia de Oxford (Oxford, 1990) fue usado para estimar la frecuencia de estas estrategias. Estos resultados como los anteriores sobre este tema confirman una relación directa entre estas estrategias y los niveles de la competencia y además, presentan los tipos de estrategias adoptadas por los niveles avanzados, intermedios y básicos. Resultados sugieren el uso de estrategias compensatorias mego-cognoscitivas para los niveles avanzados de los aprendices para elevar el nivel de competencia.Palabras claves: Competencia, EFL, segundo idioma extranjera 

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