scholarly journals Learning Strategy towards Students’ Descriptive Writing Achievement Taught by Using Pick – List – Evaluate – Active – Supply – End Strategy

1970 ◽  
Vol 5 (1) ◽  
pp. 63-75
Author(s):  
LENNY MARZULINA
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Writing Achievement ◽  
Significance Level ◽  
Significant Difference ◽  
Language Learning Strategy ◽  
Sample Test ◽  
Result Analysis ◽  
Descriptive Writing ◽  
One Way Anova

This study is an experimental study with a factorial design. The aims of the study were to find (1) the significant improvement on students’ descriptive writing achievement taught using PLEASE strategy, (2) the significant improvement in poor category taught by teacher’s strategy, (3) the significant difference on students' descriptive writing achievement taught by PLEASE and teacher’s strategy, (4) the significant difference in very good and fair categories taught by PLEASE strategy, (5) the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories, (6) the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy,  and (7) the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher’s strategies. In conducting my research activities, 72 out of 150 students were selected as the sample of the study using a two-stage cluster random sampling technique. The results of the study showed that first, the result analysis of measuring showed that significant improvement on students’ descriptive writing taught using PLEASE strategy using paired-sample test was found since the p-output (0.000) is lower than the significant level at 0.05. Second result analysis by using paired-sample test in measuring the significant improvement on students' descriptive writing achievement in poor category which was taught by using teacher strategy was found since the p-output (0.000) was less than the significance level at 0.05. Third analysis in measuring a significant difference on students' descriptive writing achievement which was taught by PLEASE and teacher’s strategy using independent-sample test was not found since the p-output (0.013) was greater than the significance level at 0,05. Fourth analysis in measuring the significant difference on students' descriptive writing achievement in very good and fair categories taught by PLEASE strategy using independent-sample test was not found since the p-output (0.286) was higher than the significance level at 0.05. Fifth result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way ANOVA was found since the p-output (0.000) smaller than the significance level at 0,05. Sixth, the result analysis of measuring the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy using one-way ANOVA was not found since the p-output (0.115) higher than the level of significance level at 0.05. The last analysis of measuring the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher strategy using two-ways ANOVA was not found since the p-output (0,430) was bigger than the significance level at 0,05

Language learning strategy and language learning achievement

2017 ◽  
Vol 52 (2) ◽  
pp. 148-171
Author(s):  
Jia Lin
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
Learning Achievement ◽  
Behavioral Predictors ◽  
Language Learning Strategy ◽  
L2 Learners ◽  
Post Hoc ◽  
The Relationship ◽  
One Way Anova

Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.

scholarly journals Variations of Language Learning Strategy Use among Three Colleges at a Private Four-year Technology University in Taiwan

2015 ◽  
Vol 8 (11) ◽  
pp. 183
Author(s):  
Huei-Chen Yeh
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Significant Difference ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Second Tier ◽  
The University

<p>This study aims to examine the college students in Taiwan for the attributes of how their English test scores are being affected by language learning strategy use. The university is recognized as a second-tier technology university in Taiwan, as the students are considered to have low levels of English proficiency and learning motivation. A group of 156 students from three colleges (Engineering, Business and Management, and Humanity and Social Science) participated in the study. The result found that the students from Humanity and Social Science have the highest mean scores on their English tests and the highest level language learning strategies among the three colleges at the university. Cognitive strategy is found to be the only statistically significant difference among the study students from three colleges; the other five strategies are not found to be statisically significant. Compensation strategy is found to be most frequently used by all of the students. Cognitive and metacognitive strategies are found to be the least used among the study group.</p>

scholarly journals A Study on Mobile Language Learning Strategy of Non-English Majors in a Chinese Private University

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Yongjin Zhu ◽  
Han Cheng ◽  
Kaxi Hu
Keyword(s):  
Language Learning ◽  
Quantitative Study ◽  
Learning Strategy ◽  
Private University ◽  
Female Students ◽  
Moderate Level ◽  
Male And Female ◽  
Significant Difference ◽  
Language Learning Strategy ◽  
English Major

This quantitative study investigated the mobile language learning strategy of non-English major students among a Chinese private university. A total 107 students were selected and the results showed that the students had a moderate level of mobile language learning strategy and in each sub-strategy. No significant difference was found in the uses of language strategy between the male and female students.

scholarly journals The Comparative Effect of Online Self-Correction, Peer- correction, and Teacher Correction in Descriptive Writing Tasks on Intermediate EFL Learners’ Grammar Knowledge The Prospect of Mobile Assisted Language Learning (MALL)

2018 ◽  
Vol 7 (3) ◽  
pp. 14 ◽  
Author(s):  
Mojtaba Aghajani ◽  
Mahsa Zoghipour
Keyword(s):  
Language Learning ◽  
Significance Level ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Different Types ◽  
Exact Difference ◽  
Post Hoc ◽  
Grammar Knowledge ◽  
Descriptive Writing

60 participants of the study were selected based on their scores on the Nelson proficiency test and divided into three Telegram groups comprising a peer-correction, a self-correction and a teacher-correction group, each with 20 students. The pretest was administered to measure the subjects' grammar knowledge. Subsequently, three Telegram groups each with 21 members (20 students + 1 teacher) were formed. Then during a course of nearly one academic term the grammatical notions were taught by the teacher. The members were required to write on the prompt in about 50 to 70 words and post it on the group. Then, their writings were corrected through self-correction, peer-correction and teacher-correction under the feedback provided by the researcher. The study used a pretest-posttest design to compare the learners’ progress after the application of three different types of treatment. One-Way between-groups ANOVA was run to test whether there was any statistically significant difference in grammar knowledge in descriptive writing of intermediate EFL learners’ who receive mobile-assisted self-correction, peer-correction and teacher-correction. The researcher also used Post-Hoc Tests to determine the exact difference between correction methods. Online self-correction, peer-correction and teacher-correction were the independent variables and grammar knowledge was the dependent variable. Examining the result of the study prove that significance level between self-correction and teacher-correction was the strongest (sig. = 0.000) but the significance level was a little less strong between peer-correction and teacher-correction whereas no significance was observed between self-correction and peer-correction.

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

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