scholarly journals On the Relationship between EFL Learners’ Grammar Learning Strategy Use and Their Grammar Performance: Learners’ Gender in Focus

2020 ◽  
Vol 11 (4) ◽  
pp. 583
Author(s):  
Fereshteh Azizmohammadi ◽  
Hamed Barjesteh
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Female Students ◽  
Placement Test ◽  
Intermediate Students ◽  
Efl Learners ◽  
Grammar Learning ◽  
Significant Difference ◽  
Learning Strategy Use ◽  
Strategy Types

This study sought to investigate the interplay between grammar strategies employed by intermediate EFL learner and their performance on a grammar test. To undertake the study, eighty homogenized intermediate students, comprising 37 males and 29 females, took part in the study. Having been homogenized via quick placement test (QPT), the participants were asked to respond to Oxford’s (1990) grammar learning strategies questionnaire (hereafter, GLSQ). Next, the participants were asked to take a grammar test. The findings revealed a significant relationship among six subscales of GLSs and EFL learners’ performance on the grammar test. In addition, the results indicated a significant difference between male and female students in term of their performance on the grammar test. More precisely, female students outperformed the male counterpart as far as their performance on grammar test was concerned. In addition, the results attested that cognitive strategy and compensation learning strategy were the most and the least strategy types employed by the participants. The findings have pedagogical implication for both English as a foreign or second language.

scholarly journals The vocabulary learning strategy use of Iranian elementary EFL learners

2021 ◽  
Vol 11 (4) ◽  
pp. 147-160
Author(s):  
Ghasem Tayyebi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Placement Test ◽  
Efl Learners ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Learning English

In order to learn vocabulary efficiently, the utilisation of learning strategies is very important and surely it depends on learners’ attempts. The current study aimed at examining the strategies that Iranian elementary English as a foreign language (EFL) learners adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning strategies (VLSs) questionnaire was administered. The findings of the current study indicated that Iranian elementary EFL students were medium VLS users. The social strategy was found as the most frequently used category of strategies, followed by memory, determination, cognitive and metacognitive strategy.   Keywords: Language, learning strategies, vocabulary, Iranian, elementary.

scholarly journals Variations of Language Learning Strategy Use among Three Colleges at a Private Four-year Technology University in Taiwan

2015 ◽  
Vol 8 (11) ◽  
pp. 183
Author(s):  
Huei-Chen Yeh
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Significant Difference ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Second Tier ◽  
The University

<p>This study aims to examine the college students in Taiwan for the attributes of how their English test scores are being affected by language learning strategy use. The university is recognized as a second-tier technology university in Taiwan, as the students are considered to have low levels of English proficiency and learning motivation. A group of 156 students from three colleges (Engineering, Business and Management, and Humanity and Social Science) participated in the study. The result found that the students from Humanity and Social Science have the highest mean scores on their English tests and the highest level language learning strategies among the three colleges at the university. Cognitive strategy is found to be the only statistically significant difference among the study students from three colleges; the other five strategies are not found to be statisically significant. Compensation strategy is found to be most frequently used by all of the students. Cognitive and metacognitive strategies are found to be the least used among the study group.</p>

scholarly journals INFLUENCE OF SEX ON STUDENTS’ LANGUAGE LEARNING STRATEGIES: A CRITICAL REVIEW

2021 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Niwayan Sukraini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Learning Strategy Use ◽  
Young Students

Due to the importance of providing learning environment that suits the students’ preference in learning a language, many studies have been conducted on the learning strategies employed by the students. Doro and Habok (2013) investigated the learning strategies of Hungarian young students learning English as a foreign language. The instrument they used was the Strategy Inventory for Language Learning (SILL) for adult. It was statistically found that the instrument was reliable and worked well with the young learners. Another result of the study was that meta-cognitive strategies were the most frequently used while compensation strategies were the least frequently employed by the students. The study also discovered that female students showed higher frequency of learning strategy use. I conducted a similar study on Indonesian young students and tried to compare the result. There will be, however, difference in the instrument to collect the data. After consulting an English teacher who teaches young students, I decided to use the modified SILL for Taiwanese children by Lan (2005). This is due to the consideration that Indonesian students might not be able to fill in the complex questionnaire as in the adult version of SILL.The findings show that Meta-cognitive strategies as the most preferred group of the six strategy categories have exactly the same means of both Doro and Habok’s and my studies i.e. 3.2 and female students appeared to use language learning strategies more frequently that male students.

scholarly journals Vocabulary Learning Strategies of Turkish EFL Learners: A Focus on Gender

2021 ◽  
Vol 7 (1) ◽  
pp. 43-54
Author(s):  
Hatice Okyar
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Female Students ◽  
State University ◽  
Social Strategies ◽  
School Students ◽  
Efl Learners ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Medium Level

This study aimed to (a) identify vocabulary learning strategies (VLSs) employed by Turkish EFL learners; (b) determine whether the use of VLSs varies by gender. To achieve these aims, the vocabulary learning strategies scale developed by Kocaman and Kizilkaya Cumaoglu (2014) was administered to preparatory school students (n=209) at a state university in Turkey. Descriptive statistics (means, standard deviations) and an independent-samples t-test were used for statistical analyses. The results revealed that the frequency of VLS use was at a medium level. In addition, analysis of the sub-dimensions of the scale showed that memory, cognitive, compensation, and social strategies were used at a medium frequency level, while metacognitive and affective strategies were used at a high frequency. When VLS use was analyzed with respect to gender, a significant difference was seen between males and females, with female students having a higher total mean score than male students. Also, female students reported more use of memory, cognitive, compensation, metacognitive, and affective strategies; however, no statistically significant gender difference was found regarding the frequency of the use of social strategies.

Grammar Learning Strategy Use by English-Major University Students: An Investigation with Grammar Learning Strategy Inventory (GLSI)

2021 ◽  
Vol 2 (1) ◽  
pp. 53-70
Author(s):  
Kento Nakachi
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Corrective Feedback ◽  
Cognitive Strategies ◽  
Strategy Instruction ◽  
Grammar Learning ◽  
Learning Strategy Use ◽  
English Major

A fruitful discussion on language learning strategies has taken place in the field of second language research. However, little is known about grammar learning strategy (GLS) use (Pawlak, 2013, 2018, 2020). The present study explores GLS utilized by 145 English-major university students with Grammar Learning Strategy Inventory (GLSI), a data-collecting instrument developed by Pawlak (2018, 2020). In addition, the current study examines TOEIC scores extracted from 27 student participants to investigate if there is any correlation between GLS use and TOEIC scores. The descriptive data analysis revealed that cognitive strategies used when coping with corrective feedback were the most commonly utilized strategies while affective strategies were the least. Furthermore, the correlational analysis demonstrated that five strategies from metacognitive, cognitive, and affective GLS showed a weak-to-moderate correlation with TOEIC scores (p < .05). The present study concludes with an emphasis on strategy instruction and the necessity of further investigation using GLSI. 第二言語研究の分野において言語学習方略については多くの議論がなされてきた。しかしながら, 文法学習方略（GLS）の利用についてはほとんど研究がされていない（Pawlak, 2013, 2018, 2020）。本研究では, Pawlak（2018, 2020）によって開発されたGrammar Learning Strategy Inventory（GLSI）を用いて日本で英語を専攻する145名の大学生によるGLSの利用について探究する。加えて, 本研究では27名の学生から得られたTOEICの得点を基に, GLSとTOEICスコアとの間に相関があるのかを考察する。記述データ分析では, 修正フィードバックの処理に関わる認知方略が最も利用されていた一方で, 情意方略が最も利用されていなかったことが明らかになった。さらに相関分析では, メタ認知方略, 認知方略, 情意方略に含まれる5つの方略とTOEICの得点との間に弱から中程度の相関（p < .05）があることが分かった。本稿では, 最後に方略指導とGLSIを用いた更なる研究の必要性について述べる。

scholarly journals Students’ Achievements and Learning Strategies Across Gender Differences

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Tyas Willy Kartika ◽  
Ive Emaliana
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Document Analysis ◽  
Female Students ◽  
High Achievers ◽  
English Learning ◽  
Single Gender ◽  
Strategy Types

This case study is intended to investigate students’ achievement and learning strategies employed by high achievers in English learning process at a single-gender private Islamic high school in East Java, Indonesia, in which male and female students are put in separated groups. Instruments used in this study are document analysis and interview guidelines. It reveals that the stereotype which is told us female learners tend to outperform male learners in language learning is not applicable in this study. Another conclusion that can be inferred is that all high achievers from both schools employ all learning strategy types which are proposed by Oxford (1990) namely; direct strategies and indirect strategies.Key words: different genders, learning strategies, achievement

scholarly journals Assessing the Impact of Pronunciation Learning Strategy on Kurdish EFL Learners’ Pronunciation Accuracy

2018 ◽  
Vol 1 (1) ◽  
pp. 46-56
Author(s):  
Himdad A. Muhammad ◽  
Dlakhshan Y. Othman
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
English Department ◽  
Efl Learners ◽  
Self Confidence ◽  
Covert Rehearsal ◽  
Validated Questionnaire ◽  
Efl Students ◽  
Strategy Types ◽  
The Impact

  The study aimed at investigating the effectiveness of pronunciation learning strategies (in favor of Covert Rehearsal Model) in helping Kurdish EFL learners to acquire accuracy in English pronunciation  and  detecting the  most frequently used strategy types and strategy group by the learners.  A total of 50 Kurdish EFL students of Salahaddin University, English Department took part in the study.  The instruments used for collecting data and information included were a validated questionnaire of pronunciation learning strategies. The questionnaire items were adopted from the synthesized taxonomy of pronunciation strategies presented by O'Malley & Chamots’ (1990) and Oxford's (1990) and adapted according to Kurdish learners' need. The results indicated that the use of various pronunciation learning strategies were useful for Kurdish learners to improve their pronunciation skills and then consolidate their self-confidence to bring positive changes in students' pronunciation performance.

scholarly journals The Use of Grammar Learning Strategies by Libyan EFL Learners at Sebha University

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Safia Mujtaba Alsied ◽  
Noura Winis Ibrahim ◽  
Mustafa Mubarak Pathan
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
English Language ◽  
Cognitive Strategies ◽  
Efl Learners ◽  
Memory Strategies ◽  
Grammar Learning ◽  
Significant Difference ◽  
Different Types

<em>For most English  language  learners, grammar can be  a very hard subject and some students tend to use different types of  strategies to learn grammar. Using learning strategies is very beneficial as they facilitate the learning process and make it more controlled, enjoyable  and effective for learners. This study explores the grammar learning strategies used by Libyan EFL undergraduate  students  at the English Department of Sebha University and the most  frequents used strategies. The  study also aims to find out if there is a significant difference between the students' use of learning strategies and gender. The population of the study  were  121 Libyan EFL undergraduate students who are currently in  their first and second years.  Data was collected through questionnaire distributed to the participants in the class. The result  of the study revealed that Libyan EFL learners used different types of grammar learning strategies which included memory strategies, metacognitive strategies, socio-affective strategies and cognitive strategies which were the least frequent used ones. It was found that  the most frequent used strategies were memory strategies. The findings also  showed that there is no significant difference between the use of grammar learning strategies and the participants' genders.</em>

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