scholarly journals Perceived Learning Strategies of Malaysian University Students in Web 2.0-based English as a Second Language Informal Learning

2014 ◽  
Vol 14 (01) ◽  
pp. 29-42 ◽  
Author(s):  
Che Wan Ida Rahimah Che Wan Ibrahim ◽  
Vaughn Prain ◽  
Penelope Collet
Keyword(s):  
Second Language ◽  
University Students ◽  
Web 2.0 ◽  
Informal Learning ◽  
Learning Strategies ◽  
Perceived Learning

Second-Language Acquisition

2013 ◽  
Author(s):  
Karin Christina Ryding
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Informal Learning ◽  
Learning Strategies ◽  
Listening Comprehension ◽  
Informal Learning Environments ◽  
Formal And Informal Learning ◽  
Acquisition Order ◽  
Attitude And Motivation

This article begins with an overview of Arabic second-language acquisition (SLA) research. It discusses some SLA theories; the distancing of SLA research and theory from the traditional applied linguistics fields of methodology and teacher training; and major issues in current Arabic SLA research, which center on the development of skills in both primary and secondary discourses and efforts to balance these in formal and informal learning environments. The article then reviews published studies in Arabic SLA. This is followed by a discussion of five strands of research that distinguish themselves in the analysis of Arabic SLA: (1) studies on reading comprehension and word recognition; (2) listening comprehension; (3) learning strategies; (4) attitude and motivation; and (5) acquisition order of morphosyntactic features.

scholarly journals Review and Discussion of Learning Strategies of Second Language Vocabulary Acquisition

2021 ◽  
Vol 04 (12) ◽  
Author(s):  
Dr. Bachiri Housseine ◽  
Keyword(s):  
Second Language ◽  
University Students ◽  
Learning Strategies ◽  
School System ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Vocabulary Learning Strategies ◽  
Vocabulary Growth ◽  
Efl Students ◽  
L2 Vocabulary

Learning second language (L2) vocabulary can be a challenge for L2 students. As researchers and TEFL practitioners, we perpetually strive to seek ways to help our students with necessary linguistic tools to be ultimately both productive and resourceful. Moroccan EFL students in L2 are able to use learning strategies, which are valued in the school system, in order to, among other things, expand their vocabulary knowledge for the purpose of being able to communicate verbally and non-verbally. It is complex, however, to determine to what extent these strategies are used. In fact, very few studies have emphasized vocabulary learning strategies. Therefore, this study is of interest to Moroccan university students so as to determine which strategies to use, how often, and whether their use has an impact on students’ vocabulary growth.

scholarly journals DIFFERENCES OF LANGUAGE LEARNING STRATEGIES IN ENGLISH AS A SECOND LANGUAGE CLASSROOM OF SOCIAL COLLAGE STUDENTS

2020 ◽  
Vol 3 (2) ◽  
pp. 119-128
Author(s):  
Asti Gumartifa ◽  
Indah Windra Dwie Agustiani ◽  
Febri Aditiya
Keyword(s):  
Second Language ◽  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Reading Strategy ◽  
Language Learning Strategies ◽  
Language Classroom ◽  
Males And Females ◽  
The University ◽  
Learning English

Most of the Indonesian students depend on the teachers in learning English. University students do not understand the language learning strategies properly. The purpose of this research is to investigate language learning strategies used by social collage students. The participants were 125 students of economy faculty at the University of Muhammadiyah Palembang. The tool used was a questionnaire of SILL. The data collected were analyzed statistically. The results showed that students were indeed using metacognitive (M=4.11), memory (M=3.88), social (M=3.81), cognitive (M=3.66), affective (M=3.62), and compensation strategies (M=3.49). While both males and females used metacognitve strategies with the statistically (M=4.15) for females and (M=4.05) for males. Metacognitive reading strategy is the dominant used by the students. Metacognitive strategies have a strong and important impact on effective students learning English as a second language. Besides, students integrate both direct and indirect learning strategies. This brings an additional field of research to demonstrate the construction of LLS guidance on the gender and level of students’ education.

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 215-231
Author(s):  
Mussarat J. Khan ◽  
Seemab Rasheed
Keyword(s):  
Regression Analysis ◽  
Resource Management ◽  
University Students ◽  
Learning Strategies ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Habits ◽  
Good Reliability ◽  
Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

Teaching South African Sign Language as a second language to university students: an integrated pedagogy

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Marga Stander ◽  
Annemarie Le Roux
Keyword(s):  
Second Language ◽  
University Students ◽  
Sign Language ◽  
South African ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Specific Method ◽  
Language Curriculum ◽  
Popular Language ◽  
Output Hypothesis

Abstract South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen’s Comprehension Input Hypothesis and Swain’s Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention.

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