The Cyclical Change in the Use of Language Learning Strategies: A Case Study of Korean Physician

2017 ◽  
Vol 61 (4) ◽  
pp. 399-420
Author(s):  
Su-Ja Kang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Cyclical Change

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 Language Learning Strategies (LLSs) and L2 motivation associated with L2 pronunciation development in pre-service teachers of English

2018 ◽  
pp. 193
Author(s):  
Mauricio Véliz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Structured Interview ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Mental Images ◽  
Case Study Methodology ◽  
L2 Motivation ◽  
Study Methodology

This study seeks to uncover the psychosocial mechanisms used by pre-serviceteachers of English with the purpose of developing an L2 phonological system,within a framework of language learning strategies (LLSs)The study makes use of a case study methodology and collects informationthrough a semi-structured interview, whose results are interpreted in light ofOxford’s (1990) taxonomy. The results corroborate to some extent findingsmade in previous studies, amongst which are: (i) ample use of indirectstrategies, amongst which metacognitive, planning and monitoring stand out;(ii) greater potential of metacognitive strategies when accompanied by use ofdirect strategies such as mental images, applying images and sounds, practising,analysing/reasoning, and paying attention; and (iii) the mobilisation power ofmotivation in connection with a strategy repertoire.

scholarly journals A Case Study of English Language Learning Strategies used by Engineering Students in Malaysia

2022 ◽  
Vol 7 (1) ◽  
pp. 261-269
Author(s):  
Nurul Ain Othman ◽  
Mimi Nahariah Azwani Mohamed ◽  
Nor Fadhilah Ahmad Powzi ◽  
Suzilla Jamari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Cognitive Strategies ◽  
Language Learning Strategies ◽  
The Social ◽  
Group Interviews ◽  
University Undergraduates

The aim of this paper is to investigate the language learning strategies employed by 22 technical university undergraduates in Malaysia, particularly in oral presentation skills. The study employed focus group interviews and the data gathered were recorded, transcribed and analysed thematically based on O'Malley and Chamot's (1990) taxonomy. The findings showed that the participants used more metacognitive and cognitive strategies compared to the social and affective strategies. The study highlights that students' preferred language learning strategies may not always be effective. Hence, educators have to identify effective language learning strategies for their students and scaffold students' learning into using appropriate strategies.

scholarly journals LANGUAGE LEARNING STRATEGIES: A CASE STUDY WITH ENGLISH JUNIORS AT DALAT UNIVERSITY

2021 ◽  
Vol 226 (13) ◽  
pp. 82-90
Author(s):  
Nguyễn Đỗ Thiên Vũ ◽  
Lê Văn Tuấn Khoa ◽  
Lê Thị Phương Hòa
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies

Bài báo nghiên cứu tác động của việc sử dụng các chiến lược học ngoại ngữ đối với kết quả học tập của sinh viên Anh văn năm thứ ba tại Trường Đại học Đà Lạt. Nhóm tác giả thu thập dữ liệu thông qua bảng hỏi Chiến lược học tập ngôn ngữ (phiên bản 7.0) được thiết kế trên biểu mẫu Google. Kết quả khảo sát trên 184 sinh viên cho thấy sự khác biệt trong việc áp dụng các chiến lược học tập dựa trên giới tính và chuyên ngành. Trong khi kết quả học tập và hai chiến lược bù đắp có mối liên hệ tương quan tuyến tính thuận, kết quả học tập và việc sử dụng nhóm chiến lược cảm xúc tổng thể lại có mối liên hệ tương quan tuyến tính nghịch. Ngoài ra, nghiên cứu phát hiện một số chiến lược cụ thể được sinh viên có kết quả học tập khá giỏi thường xuyên sử dụng. Từ đó, kết quả giúp nhận diện nhóm sinh viên có thành tích cao trong học tập. Cuối cùng, bài báo nêu ra một số gợi ý đối với việc áp dụng các chiến lược học tập góp phần cải thiện việc học ngoại ngữ của sinh viên.

scholarly journals EFL Learners’ Use of Language Learning Strategies to Handle Language Anxiety

2021 ◽  
pp. 64-70
Author(s):  
Syamsudin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Anxiety ◽  
Language Learning Strategies ◽  
Descriptive Case Study ◽  
Efl Learners ◽  
The Subject ◽  
Depth Interviews ◽  
Speaking Skills

This study is about the use of language learning strategies by the students of the English Letters department of one of the Islamic Universities in Malang to handle language anxiety to improve their speaking skills. This study aims at discussing the result of some observations and in-depth interviews to two EFL learners using language learning strategies to handle language anxiety to improve their speaking skills. This study applies a descriptive case study involving two EFL learners as the subject of the study. From the study, it is found that EFL learners might experience language anxiety due to several factors/ conditions. It is necessary for the EFL learners to be acquainted more with the use of language learning strategies to handle language anxieties so that they might improve their speaking skills.

scholarly journals Language learning strategies and teaching practices in adult L2 education

2019 ◽  
Vol 13 (3) ◽  
pp. 17-34
Author(s):  
Annika Shaswar ◽  
Åsa Wedin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Education ◽  
Research Programme ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Language Learning Strategies ◽  
Second Language Education ◽  
The Individual

This article highlights the use and co-construction of language learning strategies (LLS) in second language education for adults with short previous education. In a case study, we explore how LLS are used and co-constructed by one student and one teacher. The data for the article was created in an action research programme comprising two Swedish for Immigrants (SFI) schools, and the methodology used was classroom observation based in linguistic ethnography. In accordance with Griffiths (2013, p. 15) LLS are defined as “activities consciously chosen by learners for the purpose of regulating their own language learning”. For the analysis of LLS, Oxford’s (1990) taxonomy was chosen. In the chosen case the teacher and student co-constructed direct and indirect strategies. In their co-construction, they sometimes seemed to work together, both using a strategy initiated by one of them, and sometimes appeared to have opposite goals, so that the teacher-initiated strategies turned out as complicated for the student, while the student-initiated strategies were counteracted by the teacher. Some of the LLS promoted by the teacher that were difficult for the student seemed to demand literacy skills that he had not yet developed. This underlines the importance of adapting teaching to the language and literacy competences of the individual learner. It also highlights the importance of further research on LLS with this group of students in order to find strategies that work in the process of developing functional literacy skills.

scholarly journals Language Learning Strategies Used by EFL Fluent Speakers: A Case in Indonesian Context

2017 ◽  
Vol 6 (2) ◽  
pp. 184-202
Author(s):  
M. Ali Ghufron
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Education ◽  
Foreign Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Speaking Skill ◽  
Depth Interviews ◽  
Fluent Speakers

This study reported what language learning strategies are used by EFL fluent speakers in EFL speaking class and to reveal the fluent speakers’ awareness of the benefits of the language learning strategies. This research was conducted on six students in EFL Speaking Class of English Education Department of IKIP PGRI Bojonegoro, Indonesia, who were categorized as EFL fluent speakers. The research belongs to a case study. The data for this research were taken from in-depth interviews, observation, filling up questionnaires, and document analysis. The results of this study show that 1) in EFL sepaking class, the 1st student used cognitive, compensation, and social strategies, the 2nd student used cognitive and affective strategies, the 3rd student used cognitive, meta-cognitive and social strategies, the 4th student used meta-cognitive and social strategies, the 5th student used cognitive and affective strategies, and the 6th student used meta-cognitive and social strategies. 2) The students are strongly aware of the learning strategies’ benefits to improve their English skills. From the findings, it can be concluded that learning strategies are very useful and helpful in learning English as a foreign language. Learning strategies also bring the students reach the good achievement in improving their speaking skill.

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