scholarly journals English Language Learning Strategies Reported By Advanced Language Learners

2016 ◽  
Vol 12 (2) ◽  
pp. 67-76 ◽  
Author(s):  
Juyeon Lee ◽  
Michael Heinz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Cognitive Strategies ◽  
Learning Activities ◽  
English Language Learning ◽  
Language Learning Strategies

The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.

A Survey of Learning Strategies for Engineering Students with Different Personality

2014 ◽  
Vol 1065-1069 ◽  
pp. 2445-2448
Author(s):  
Yong Hong Sun ◽  
Fei Xiao ◽  
Xiao Wei Jiang ◽  
Yan Liu
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Cognitive Strategies ◽  
English Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Medium Level ◽  
Better Than

The study aims to find out similarities or differences of learning strategies used by introvert and extrovert students in the process of learning English language. The survey instrument included a questionnaire and all the participants are engineering students in Changchun University. There are altogether 32 valid questionnaires, including 15 introvert students and 17 extrovert students. The results show that both introvert students and extrovert students of engineering sometimes use the English language learning strategies at medium level. Introvert students use compensation strategies better than extrovert students. Extrovert students use memory strategies, metacognitive strategies and social strategies better than introvert students. Both introvert students and extrovert students equally employ cognitive strategies and affective strategies.

scholarly journals Saudi EFL Students’ Personality Types and Their Language Learning Strategies

2019 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Hanan K, Al-Dail ◽  
Nasser M, Freahat
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Personality Types ◽  
English Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
The Relationship

The purpose of this study was to examine the relationship between personality types and English language learning strategies, and to examine the pattern of English language learning strategies used by Saudi EFL university students. The sample of the study consisted of 68 EFL female students in the English department at Al-Imam Muhammad Ibn Saud Islamic University (IMSIU). Two instruments were used to collect the data; Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the Myers-Briggs Type Indicator (MBTI). The findings indicated that the participants were medium-high range strategy users and that the most frequently used strategy category among the six categories is metacognitive strategies followed by cognitive strategies, compensation strategies, social strategies, memory strategies, and finally, affective strategies. The observations indicated that there were some significant differences among students’ language learning strategy preferences based on their personality type. However, the relationship between the two variables is more complex and by no means direct and the reason was discussed in the research.

scholarly journals Strategi Pembelajaran Bahasa Inggris Mahasiswa Mahad IAIN Bukittinggi

2019 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Leli Lismay ◽  
Zubaidah Zubaidah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
English Education ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
First Year Students ◽  
Language Learning Strategy ◽  
Arabic And English

<p><em>Living in a dormitory is a must for the first year students of IAIN Bukittinggi, especially English Education Department. They followed some rules in their daily activities there. They also have some activities including alqur’an recitation, leaderhip, Arabic and English </em><em>training</em><em>. Based on the phenomenon above, this research analyzed the use of language learning strategies by the students who lived in mahad. Qualitative analysis was used to find the English language learning strategy and the factors support and obstales face by the stde the used of language learning strategy itself. The results showed that most of the students used affective strategy more in their English language learning. It explained that good attitude and motivation taking a big part in the language learning strategies which brough the students to the deeper understanding of using </em><em>E</em><em>nglish for their daily conversation. Then, some factors like the ability to motivate their self in learning </em><em>E</em><em>nglish and environment became obstacles in mastering English in mahad IAIN Bukittinggi. This can be anticipated by arranging their scedule well during the day of their learning</em><strong><em>.</em></strong></p><p>Tinggal di asrama merupakan suatu keharusan bagi mahasiswa tahun pertama di IAIN Bukittinggi, khususnya jurusan Bahasa. Mereka mengikuti dan mematuhi beberapa aturan yang ditetapkan Asrama untuk kegiatan mereka sehari-hari. Mereka juga mengikuti beberapa kegiatan tambahan seperti; menghafal alqur’an, kepemimpinan, pelatihan Bahasa Arab dan Bahasa Inggris. Berdasarkan fenomena tersebut maka penelitian ini menganalisa penggunaan strategi pembelajaran bahasa oleh mahasiswa yang tinggal di Mahad. Analisa kualitatif digunakan untuk menemukan strategi pembelajaran bahasa dan faktor pendukung serta kesulitan yang dihadapi siswa dalam mempelajari bahasa. Hasil penelitian ini menunjukkan bahwa kebanyakan mahasiswa menggunakan strategi afektif dalam pembelajaran bahasa mereka. Hal ini menjelaskan bahwa sikap yang baik dan motivasi untuk berpartisipasi dalam penggunaan bahasa membawa mereka kepada pemahaman penggunaan Bahasa Inggris untuk percakapan sehari-hari. Kemudian, beberapa faktor seperti kemampuan memotivasi diri dan lingkungan menjadi kendala dalam menguasai Bahasa Inggris di Mahad IAIN Bukittinggi. Hal ini bisa diantisipasi dengan mengatur jadwal dengan baik untuk belajar.</p>

scholarly journals The Relationship between Language Learning Strategies and Lexical Complexity Measures

2021 ◽  
pp. 37-52
Author(s):  
Ervin Kovacevic
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
English For Academic Purposes ◽  
Language Learning Strategies ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
The Relationship

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

scholarly journals LEARNERS’ STRATEGIES TO DEVELOP THEIR COMMUNICATIVE COMPETENCE

2020 ◽  
Vol 2 (3) ◽  
pp. 271-279
Author(s):  
Durga Bhusal
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Affecting Factors ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
The One

Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

2020 ◽  
pp. 83-99
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Abdu Al-kadi ◽  
Ali Abbas Falah Alzubi ◽  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Technology Enhanced Learning ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
And Gender

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty

2013 ◽  
Vol 477-478 ◽  
pp. 1541-1544
Author(s):  
Yong Hong Sun ◽  
Xiao Wei Jiang ◽  
Ling Zheng ◽  
Xiang Dong Xu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Quantitative Research Methods

This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strategies, Affective strategies and Social strategies, and they generally do not use Memory strategies.

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