A Case Study of Formation of Mandarin-English College Students’ Metacognition

2016 ◽  
Vol 6 (12) ◽  
pp. 22802291
Author(s):  
Wei Zhou
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Process ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
English Major

The present study provides both quantitative and qualitative analysis of the formation of language learners’ metacognition as the Mandarin-English college students in China. I hypothesized that language learning will be promoted by intervention of course teaching if students are trained to become more aware of and skillful at the use of metacognition strategies and other learning strategies that can be used in the language learning process. 3 of 115 freshmen from department of foreign language in Southwest Petroleum University are chosen to be subjects of the study. The result carries out to examine the intervention of strategy course on the formation of metacognition of English major freshmen in their language learning. The conclusions obtained from pre-interviews and post-interview have indicated that the subjects’ metacognition knowledge and metacognitive strategy use in language learning are conflicting. After the course, the metacognition of the subjects increased.

Strategy Use by English-Major Jordanian Undergraduates

2010 ◽  
Vol 27 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Yousef M. Al-Shaboul ◽  
Sahail M. Asassfeh ◽  
Sabri S. Alshboul
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Proficiency Level ◽  
English Major ◽  
Strategy Types ◽  
The Impact

AbstractResearch suggests that gender and perceived language proficiency level are among the factors that may impact the strategies language learners use. This study explored the impact of these variables on learning strategies used by 111 English-major Jordanian students. The instrument was Oxford's (1990) Strategy Inventory for Language Learning (SILL). The study revealed that females opt to use strategies more frequently than males. Results also showed that the higher the proficiency level, the more frequent the strategy use. Metacognitive strategies were the most prevalent among the different strategy types whereas memory strategies were the least deployed. These findings are discussed and implications are outlined.

scholarly journals Vocabulary Learning Strategies of Saudi English Major Students: Strategy Use and Gender

2018 ◽  
Vol 7 (3.25) ◽  
pp. 21
Author(s):  
Jamilah Al-Harbi ◽  
Engku Haliza Engku Ibrahim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processing ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
English Major

One of the major challenges that learners face during the process of foreign language learning is acquiring vocabulary. Thus, students need to employ various vocabulary learning strategies to acquire the vocabulary of a foreign language. The present study attempts to identify the vocabulary learning strategies employed by Saudi English major students. This study also aims to examine if there are differences between male and female students in the pattern and frequency of strategy use. Sixty-five first-year English major students of Majmaah University participated in the study. Their vocabulary learning strategies were measured using the Vocabulary Learning Strategy Survey. The results showed that students preferred cognitively less demanding strategies compared to the ones that required deeper cognitive processing. The most frequently used strategies were “I try to remember the word by repeating it for several times,” “I try to guess the meaning of the word from text/context” and “I learn new words when I interact with native speakers.” In general, social strategy is the most used strategy while memory strategy is the least used. The findings also showed that males preferred social strategy compared to females who preferred cognitive strategy and that two strategies (cognitive and memory strategies) showed significant differences between the two genders.  

scholarly journals Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668417
Author(s):  
Meral Seker
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Training Experience ◽  
Based Instruction ◽  
The Impact ◽  
Instruction Design

The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.

Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency

2020 ◽  
Vol 58 (2) ◽  
pp. 195-220
Author(s):  
Nils Jaekel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
Negative Impact ◽  
Strategy Use ◽  
Efl Students ◽  
The Impact

AbstractLanguage learning strategies (LLS) are suggested to facilitate learning and support learner autonomy. The integration of content and language in foreign language education increases the cognitive work load. Furthermore, self-efficacy has been identified as a key predictor for strategy use and language achievement. The present study aimed to (1) investigate LLS use in content-based versus traditional foreign language environments and (2) assess the impact LLS use and self-efficacy have on language proficiency. Participants were Year 9 Content and Language Integrated Learning (CLIL) and regular English as a foreign language (EFL) students (N=378) in Germany. Structural equation modelling, controlling for a range of confounding variables, showed that (1) there was no difference in LLS use between CLIL and EFL students. (2) LLS use had a negative impact while self-efficacy predicted higher language proficiency. These results suggest that students may best be supported by enhancing their self-efficacy while they should carefully choose their strategies.

Testing a Social Psychological Model of Strategy Use with Students of English as a Foreign Language

2004 ◽  
Vol 95 (3_suppl) ◽  
pp. 1059-1071
Author(s):  
Tsung-Yuan Hsiao
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Multiple Regression ◽  
Learning Strategies ◽  
Strategy Use ◽  
Stepwise Multiple Regression ◽  
Social Psychological ◽  
Psychological Model ◽  
First Year College ◽  
First Year College Students

This replication study tested MacIntyre's Social Psychological Model of Strategy Use. Participants were 137 first-year college students (100 men and 37 women), all in their late teens or early 20s, learning English as a foreign language in a university in Taiwan. McIntyre specified three conditions for use of language-learning strategies in his model: awareness of the strategy, having a reason to use it, and not having a reason not to use it. Stepwise multiple regression analyses of data measured by Oxford's 50-item Strategy Inventory for Language Learning partially support this model because only Knowledge about the Strategy (representing the first condition) and Difficulty about Using It (representing the third condition) made significant independent contributions to the prediction of use of most of the 50 strategies. Close examination of the results poses questions about MacIntyre and Noels' thesis, as implied in their revised model, that reason to use the strategy and reason not to use the strategy are independent. The present replication suggests a need for further revision of the model. Use of methods more advanced than the multiple regression is recommended to test and refine the model.

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 Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare

2018 ◽  
Vol 5 (2) ◽  
pp. 114
Author(s):  
Buyung Renaldy Adisaputra ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Foreign Language ◽  
Learning Strategies ◽  
Qualitative Method ◽  
Cognitive Strategy ◽  
Metacognitive Strategy ◽  
Social Strategy ◽  
Audio Recorder

This research aimed to find out the good EFL adult learners learning strategies in acquiring the foreign language and how the learning strategies affect the leaners achievement at Universitas Muhammadiyah Parepare. The method used in this research was qualitative method. The instrument were an interview and audio recorder. The participant of the research were the graduate students of Universitas Muhammadiyah Parepare within the age of 25-65 as one of the criteria of adult learners. The result of the research showed that the learning strategies applied by the learner were direct and indirect strategy. Direct strategy covered memory related strategy, cognitive strategy and compensatory strategy while metacognitive strategy, affective strategy and social strategy were included in indirect strategy.

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