The Relationships among Critical Thinking, Learning Strategy use and EFL Students’ Reading Performance: A Case Study in Taiwan

2012 ◽  
Vol 9 (9) ◽  
pp. 95-112
Author(s):  
Yi-an Hou
Keyword(s):  
Critical Thinking ◽  
Learning Strategy ◽  
Reading Performance ◽  
Strategy Use ◽  
Learning Strategy Use ◽  
Efl Students

scholarly journals JORDANIAN STUDENTS LEARNING ENGLISH: STRATEGY DEPLOYMENT

2010 ◽  
Vol 3 ◽  
pp. 101-120
Author(s):  
Yousef M Al-Shabou ◽  
Sahail M Asassfeh ◽  
Sabri S Alshboul
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Strategy Use ◽  
Academic Level ◽  
Learning Strategy Use ◽  
English Major ◽  
Efl Students ◽  
Strategy Types ◽  
The Impact

Gender and language proficiency are among the key factors that may impact learning strategy use. Thus, this study explored the impact of gender, perceived language proficiency, and academic level on learning strategy use by 111 English-major EFL students whose native language is Arabic. Using Oxford’s Strategy Inventory for Language Learning (SILL), the study revealed that females opt to use strategies more frequently than do males. The results also showed that the higher the proficiency level of the students was, the more frequent strategy use was. The most prevalent among the different strategy types was metacognitive ones when the least was memory. These findings are discussed and implications are set accordingly.

scholarly journals Language learning strategy use by spanish efl students: the effect of proficiency level, gender, and motivation

2015 ◽  
Vol 34 (1) ◽  
pp. 133 ◽  
Author(s):  
Jesús J. Risueño Martínez ◽  
María Luisa Vázquez Pérez ◽  
José Hidalgo Navarrete ◽  
Soledad De la Blanca de la Paz
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
Proficiency Level ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Efl Students ◽  
Las Mujeres

<p class="RESUMENCURSIVA">El propósito de este estudio es investigar el uso de las estrategias de aprendizaje de la lengua extranjera por parte de estudiantes de inglés con distintos niveles de competencia. Además, intenta explorar la relación que ptstros participantes (N=206) hacen un uso moderado de esas estrategias, siendo las más utilizadas las metacognitivas y las afectivas. El nivel de competencia sólo tuvo un impacto significativo en la categoría de estrategias cognitivas entre los estudiantes del nivel más alto y los de los niveles básicos. No se encontraron diferencias significativas entre las mujeres y los hombres en el uso de las estrategias. Sin embargo, el factor motivacional sí arrojó diferencias significativas.</p>

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