scholarly journals A New Model and Its Practice in Language Learning Strategy Training

2017 ◽  
Vol 8 (2) ◽  
pp. 382 ◽  
Author(s):  
Li Gao ◽  
Yun He ◽  
Jie Zeng
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Training Model ◽  
Strategy Training ◽  
Training Class ◽  
Language Learning Strategy ◽  
Learner Preference ◽  
Conscious Control

Learning will be facilitated if students are explicitly trained to become more aware of and proficient in the use of a broad range of strategies that can be utilized in the language learning process. A new learning strategy training model, TCLTSP Model, is designed, focusing on the understanding of learners themselves, understanding the target, and understanding learning strategies, aiming at taking conscious control of learning process. Two examples – learner preference and vocabulary learning strategy training class are demonstrated to illustrate how to practice this model in authentic classes.

scholarly journals STRATEGIES IN AUTONOMOUS LEARNING OF PROFESSIONALLY ORIENTED ENGLISH COMMUNICATION

2021 ◽  
pp. 527
Author(s):  
Natalia Dmitrenko ◽  
Anastasiia Petrova ◽  
Olena Podzygun ◽  
Sofiya Nikolaeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Training Model ◽  
Autonomous Learning ◽  
Strategy Training ◽  
First Year Students

The article presents learning strategies that affect the process of students’ autonomous learning of professionally oriented English communication. The article provides various definitions and main characteristics of learning strategies used in the process of mastering English as a foreign language, and a number of factors that influence the students’ choice of learning strategies as well. The learning strategy of autonomous learning is defined as a course of a goal-seeking and controlled behavior, which is organized in a certain way and is chosen by students to perform the tasks that they set for themselves. The study describes an explicit model of mastering strategies based on instructions, Oxford’s Strategy Training Model (STL), which was introduced in autonomous learning of professionally oriented English communication. The main steps for the model implementation are presented and conditions, which are to be followed in its application, are identified. Experimental training with the use of the mentioned model of mastering strategies based on instructions was conducted among first-year students of the Pedagogical University, who are autonomously learning English as a foreign language. The analysis of the research results confirmed the effectiveness of the chosen model of mastering strategies based on instructions in the process of autonomous learning of professionally oriented English communication. The use of this model makes the learning process more efficient as it increases the student’s motivation and self-confidence, forms autonomy and independence, shows the interaction of foreign language learning strategies with other disciplines, makes the learning process open and clear, forms responsibility, and teaches introspection and task modification.

scholarly journals Language Learning Strategies of Non-Muslim Students Applied to Arabic Language Course Inside and Outside the Classroom

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Zamri Arifin ◽  
Nur Khadijah Abu Bakar ◽  
Zaharom Ridzwan ◽  
Ezad Azraai Jamsari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Arabic Language ◽  
Target Language ◽  
Muslim Students ◽  
Law Faculty ◽  
Language Learning Strategy ◽  
The Law

Students of foreign language require prior exposure to language learning strategy so that each of them positively perceives the target language. Thus, this research is conducted to identify the Arabic language learning strategy used by non-Muslim students in and outside the classroom. Research respondents comprise 37 non-Muslim students of the Law Faculty of Universiti Kebangsaan Malaysia (UKM). Arabic language course SKVA2552 Preparatory Arabic Course for the Law Faculty is compulsory for all non-Muslim students in the first semester of the Bachelor of Law program at the Law Faculty in UKM. This research uses a questionnaire instrument based on the model theory of language learning strategy by Embi (2000). Research shows that all non-Muslim students who take the course do not know the basics of Arabic language and comprise of diverse races and ethnicity. Non-Muslim students prefer to use the learning strategy while in the classroom learning process rather than outside the classroom, with the highest mean value and standard deviation (mean=3.24; p=0.863) for item B7 ‘I request my friends to re-explain if I don’t understand the teacher’s explanation on the Arabic language’. Therefore, this research basically evaluates the teaching and learning process (TL) of Arabic language among non-Muslim students to make it more approachable. The research implies that the basic Arabic language module can be purified to be simpler based on the target scope of non-Muslim students to improve Arabic language achievement for adjusting the course to be compulsory at the level of the entire university.

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.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

scholarly journals Foreign Language Learning Strategies in the Context of STEM Education

2015 ◽  
pp. 79-102 ◽  
Author(s):  
Turgay Han
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Stem Education ◽  
Engineering Students ◽  
Learning Strategy ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Strategy Training ◽  
Vocabulary Strategies ◽  
And Mathematics

This study aims at providing an insightful evaluation of the EFL strategies used by firstyear STEM (science, technology, engineering, and mathematics) students, and their perceptions of their own use of strategies. The 147 participants were undergraduate level, first-year engineering students at a state university in Turkey. Their ages ranged from 18 to 24. They took the Young Learners’ Language Strategy Use Survey (LSS). In addition, a sub-sample of students was interviewed about the strategies they used in learning language skills. The results showed that the students tended to employ various strategies in learning different language skills, but did not frequently use or practice these strategies. Further, vocabulary strategies and pronunciation skills were believed to be effective in conveying and deciphering meaning. These results suggest that language learning strategy training should be provided in STEM education.

scholarly journals Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296

2019 ◽  
Vol 9 (4) ◽  
pp. 745-753
Author(s):  
Olga Trendak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Skills ◽  
Strategy Instruction ◽  
Language Learning Strategies ◽  
Valuable Contribution ◽  
Language Learning Strategy ◽  
Language Classroom ◽  
New Directions

The book Learning Strategy Instruction in the Language Classroom: Issues and Implementation, edited by Anna Uhl Chamot and Vee Harris, touches upon crucial issues pertaining to language learning strategies (LLS) and language learning strategy instruction (LLSI), both from a theoretical and practical perspective. All the contributors to the volume are specialists with considerable expertise in the field of LLS and LLSI, which makes the book an informative and inspirational read. The authors look at the concept of strategy instruction from different perspectives, meticulously not only investigating various LLSI models, taking account of “learner needs and settings and particular language skills,” but also “considering curricula, materials, teachers roles, the ways in which scaffolding is enacted in the classrooms” (p. viii). Since the volume adeptly combines research into LLSI with its theoretical aspects and complexities, it will prove useful to practitioners and researchers alike. Delineating new directions in the field of LLSI, the edited collection is undoubtedly a valuable contribution to ongoing discussions about LLSI and its implementation in the classroom.

scholarly journals LEARNING STYLE AND LANGUAGE LEARNING STRATEGIES OF STUDENTS FROM VARIOUS ETHNICS IN INDONESIA

2020 ◽  
Vol 39 (2) ◽  
pp. 480-492
Author(s):  
Bonifasius Widharyanto ◽  
Heribertus Binawan
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
The Third ◽  
First Finding ◽  
Language Learning Strategy

Learning styles, language learning strategies, and ethnicity are three important factors in language learning. The information about these three things is very useful for language teachers to prepare and implement effective language learning. This study was conducted to describe the students ' learning style and language learning strategy and to know the similarities/differences from the two elements of Java, Papua, Flores, Dayak, and Batak ethnics. A number of 175 participants were involved in the study. Research data were obtained through the Fleming's learning VARK questionnaire and a language learning strategy questionnaire from Oxford. The results of the two questionnaires were analyzed to determine the type of learning style and language learning strategy. The first finding suggests that the main learning styles of students from the five ethnics are variants [aural] and [kinesthetic] including variations in bimodal, and trimodal. The second finding shows that the major language learning strategy is metacognitive and affective. The third finding reveals some similarities and unique differences in their learning style and learning strategy.

scholarly journals THE USE OF VOCABULARY LEARNING STRATEGIES AMONG ESL UNDERGRADUATES

2019 ◽  
Vol 2 (7) ◽  
pp. 66-79
Author(s):  
Siti Nursakina Baharudin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Survey Design ◽  
Vocabulary Learning ◽  
Descriptive Analysis ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
Wide Range

Students need to take control of their learning process by knowing when, where and how to use appropriate learning strategies for effective learning to take place. One of the language learning strategies learners need to take into consideration is vocabulary learning strategy (VLS) as vocabulary is one of the crucial elements that learners need to master in language learning. Vocabulary learning strategies if used effectively will help learners to master a wide range of vocabulary. This study aims to identify the types of VLS which are frequently used among ESL undergraduates according to learners’ gender. Forty ESL undergraduates from various disciplines at a local university were involved in this study and data were collected to achieve the main objective of the study. The survey design was employed, and data were analyzed quantitatively using descriptive analysis to measure the frequency and percentage to identify the most frequent use of VLS and whether it differs from the undergraduates’ gender. The findings of this study found that male undergraduates used VLS more than female undergraduates and memory and social strategy were the most frequently used by female undergraduates while male undergraduates used more of cognitive and metacognitive strategy. Therefore, the findings of the study are indeed beneficial for learners to know which VLS suits them and how they can acquire a vast amount of vocabulary during their second language learning process by applying those vocabulary strategies.

scholarly journals Relationship of Personality Types and Strategy Choices in Foreign Language Learning

2018 ◽  
Vol 13 (1) ◽  
pp. 146-163
Author(s):  
Volkan Mutlu
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Survey Design ◽  
Foreign Language Learning ◽  
Language Education ◽  
Personality Types ◽  
Language Learning Strategy ◽  
Different Characteristics ◽  
Relationship Of

Summary Language learning is a comprehensive concept with its components and needs. Because of this reason, it is affected by various subjects, most significant two of which are learner personality and language learning strategy choices of the students. By taking into consideration the importance of these factors in language education, the main aim of this study is to find out the relationship of students’ personality types and their language learning strategy choices by also taking into account their language levels to provide information for syllabus designers and language teachers. In order to do this, a survey design method was supported with Myers and Briggs Personality Test and Oxford’s SILL (Strategy Inventory for Language Learning), and 68 randomly selected students participated in this study. After analyzing the data with SPSS 23.0, it was found out that there is no significant statistical relationship between strategy choices and personality types. On the other hand, participants of this study showed different characteristics (most of them have ESTJ (extravert, sensing, thinking, judging) and they also desired to use different learning strategies, most used of which are compensation, memory, and social strategies. The study is crucial as it revealed that students could have different characteristics and learning strategies and these differences should be taken into consideration while planning a language course.

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