Language Learning Strategies: A Case of Turkish Students Learning English in Bosnia and Herzegovina

Education Students ◽

Learning Beliefs ◽

Motivation For Learning ◽

Language Learning Beliefs ◽

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum. Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies

Learning English in the elderly: an analysis of motivational factors and language learning strategies

BELT – Brazilian English Language Teaching Journal ◽

10.15448/2178-3640.2017.2.28264 ◽

2017 ◽

Vol 8 (2) ◽

pp. 234 ◽

Cited By ~ 1

Author(s):

Vítor Romário Monticelli Garcia

Keyword(s):

Data Collection ◽

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

The Elderly ◽

Motivational Factors ◽

Placement Test ◽

Language Strategies ◽

This study investigates motivational factors and language learning strategies involved in the process of learning English as a Foreign Language (EFL) in the elderly. The taxonomy of strategies developed by Oxford (1990) is adopted, as well as discussions on motivation in language learning. Twenty-five (25) elderly students participated in this research. Three instruments were administered for data collection, (i) a placement test; (ii) a background questionnaire; (iii) and a translated version of the Strategy Inventory for Language Learning (SILL), proposed by Oxford (1990). Results identified 11 strategies used more frequently, most of them metacognitive strategies. Results also show that learning English, travelling, and socializing are motivational factors in this group. This paper may contribute to researchers and to English teachers and elderly students by shedding some light on features of EFL learning in the elderly regarding language strategies and motivational aspects.

International Journal of Academic Research in Progressive Education and Development ◽

Identifying Young Learners’ Language Learning Strategies in Learning English Vocabulary

10.6007/ijarped/v10-i2/10029 ◽

2021 ◽

Vol 10 (2) ◽

Author(s):

Catherine Wong Hui Tiing ◽

Poh Phui Chan ◽

Hooi Sieng Liew ◽

Madaline Niek Yai Wen ◽

Sharvin Devi Mohan Raw ◽

...

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Young Learners ◽

Fun Ways in Learning English

Journal of Applied Linguistics (ALTICS) ◽

10.36423/altics.v2i1.477 ◽

2020 ◽

Vol 2 (1) ◽

Author(s):

Nurul An-nisa ◽

Tono Suwartono

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Learning Process ◽

English Teachers ◽

Learning Activities ◽

Important Thing ◽

To some, learning English appears to be complicated. In the academic contexts, students still get difficulties in learning English. Teachers as educatorsshould be creative in choosing the best method to teach the language. Learning strategies that are less fun or arguably boring do not improve students’ English skills, instead will only make students feel bored and lazy to learn. The most important thing is that students enjoy every learning process as something fun. It can help the students feel comfortable during the learning process. Fun learning activities will have an impact on improving students’ English abilities naturally. It helps students to reduce pressure during learning. Therefore, the ways of learning must be designed and adapted to the needs of students. This paper is non-research based. It means that the paper is about author’s perspective of how to learn English in fun ways. This article enlists several fun ways in learning English. So, the students can find their enjoyment in learning English.Keywords: Fun, Learning English, Strategies, Method

EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.11n.5p.6 ◽

2020 ◽

Vol 11 (5) ◽

pp. 6

Author(s):

Mohammed Mahib UR Rahman

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Teaching And Learning ◽

English Language ◽

Social Strategies ◽

Data Set ◽

The Difference ◽

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

Language Learning Strategies: Classification and Pedagogical Implication

TEFLIN Journal - A publication on the teaching and learning of English ◽

10.15639/teflinjournal.v12i1/15-28 ◽

2015 ◽

Vol 12 (1) ◽

pp. 15

Author(s):

Ag. Bambang Setiyadi

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Deep Level ◽

Cognitive Strategies ◽

Metacognitive Strategies ◽

Surface Level ◽

Gain Scores ◽

Main Effects ◽

Many studies have been conducted to explore language learning strategies (Rubin, 1975, Naiman et.al., 1978; Fillmore, 1979; O'Malley et.al.,1985 and 1990; Politzer and Groarty, 1985; Prokop, 1989; Oxford, 1990; and Wenden, 1991). In the current study a total of 79 university students participating in a 3- month English course participated. This study attempted to explore what language learning strategies successful learners used and to what extent the strategies contributed to success in learning English in Indonesia. Factor analyses, accounting for 62.1%, 56.0%, 41.1% and 43.5% of the varianceof speaking, listening, reading and writing measures in the language learningstrategy questionnaire, suggested that the questionnaire constituted threeconstructs. The three constructs were named metacognitive strategies, deep level cognitive and surface level cognitive strategies. Regression analyses, performed using scales based on these factors revealed significant main effects for the use of the language learning strategies in learning English, constituting 43% of the variance in the posttest English achievement scores. An analysis of variance of the gain scores of the highest, middle, and the lowest groups of performers suggested a greater use of metacognitive strategies among successful learners and a greater use of surface level cognitive strategies among unsuccessful learners. Implications for the classroom and future re-search are also discussed.

The favored language learning strategies of Islamic university EFL learners

Studies in English Language and Education ◽

10.24815/siele.v8i1.17844 ◽

2021 ◽

Vol 8 (1) ◽

pp. 47-64

Author(s):

Alfian Alfian

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Classroom Practice ◽

Teaching Methodology ◽

Significant Finding ◽

Social Strategies ◽

Efl Learners ◽

Watching Tv ◽

Despite the existence of many studies about language learning strategies (LLS) around the world, little work has been reported on the LLS use of Islamic university students from a qualitative perspective. Thus, to fill this empirical gap, this study is aimed to explore the LLS use and choice by learners studying at an Islamic university in Indonesia. This study employed a qualitative approach by interviewing 18 learners who would become teachers of English as a Foreign Language (EFL). They have been interviewed about the ways or strategies when they are learning English. The data gained from the interviews were analyzed by thematic analysis. The findings demonstrated that learners reported using the strategies which are classified into six LLS categories (memory, cognitive, compensation, metacognitive, affective, and social strategies) in learning English. However, most strategies reported by the learners were categorized into metacognitive strategies. Another significant finding is that several strategies such as practicing strategies (practicing four language skills; listening, speaking, reading, and writing), watching TV/ English Movies, memorizing, and using the internet were mostly reported by learners in improving their English skills. This study is beneficial for the classroom practice of teachers in enhancing their teaching methodology by knowing learners’ learning strategies to make it easier for the teachers to design the learning activities. Furthermore, this study is also beneficial for novice EFL learners in which the strategies in this study could be models for them.

EFFECTS OF LEARNERS’ LANGUAGE PROFICIENCY ON THEIR LANGUAGE LEARNING STRATEGIES

Malaysian Journal of Languages and Linguistics (MJLL) ◽

10.24200/mjll.vol6iss1pp10-25 ◽

2017 ◽

Vol 6 (1) ◽

pp. 10-25 ◽

Cited By ~ 1

Author(s):

Ho Ai Ping ◽

Ng Lee Luan

Keyword(s):

Second Language ◽

Language Learning ◽

Learning Strategies ◽

Language Proficiency ◽

Significant Influence ◽

Strategy Use ◽

Medium Level ◽

One Way Anova ◽

Language proficiency is one prominent factor that could affect the use of language learning strategies (LLSs) in learning English as a second language among the learners. The influence of language proficiency on the use of LLSs might differ as language learning has extended to the contexts of learning other than the learners’ differences. With that in view, this study seeks to examine various types of LLSs based on the language proficiency of 1699 learners in a Malaysia tertiary context. This study utilised the adapted version of Strategy Inventory for Language Learning (SILL, 1990) Findings revealed that high proficiency learners employed LLSs from high to medium level whereas average and low learners showed medium strategy use of all LLSs. One-way ANOVA tests further indicated that there were significant differences in the use of direct strategies based on their language proficiency. It was also found that language proficiency had a significant influence on the use of cognitive, compensation, social, metacognitive and affective strategies. Positive to mix variation of the high strategy use for individual items of SILL with significant differences were reported. Implications of this study were also discussed.

Language Learning Strategies Used by Male and Female Literature Students at Post Graduate Level

English Language and Literature Studies ◽

10.5539/ells.v9n2p73 ◽

2019 ◽

Vol 9 (2) ◽

pp. 73

Author(s):

Muhammad Arfan Lodhi ◽

Farzana Ismail ◽

Aisha Fatima ◽

Numra Qayyum ◽

Hina Afsheen

Keyword(s):

Language Learning ◽

Learning Strategies ◽

English Language ◽

English Literature ◽

Cognitive Strategies ◽

Graduate Level ◽

Significant Similarity ◽

Post Graduate ◽

Language learning strategies play an important role in acquiring language proficiency skills at different levels of learning. The current study being quantitative in nature, has been carried out to investigate the role played by language learning strategies (LLS) while learning English literature at post graduate level. Therefore 160 students from three different institutions were randomly selected to participate in this survey-oriented project. An instrument originally created by Oxford (1980–1990) about Strategy inventory of learning a language (SILL) version 0.7 and further modified after piloting was distributed among the students. The findings of the sturdy reveal positive relation of strategies among the students while the females surpassed over male participants in adopting strategic use of learning. Obtained data show that there was no significant similarity found among them; but lot of differences observed regarding use of different strategies. The females were most frequent users of memory, cognitive, affective, meta-cognitive and social strategies while male learners were involved in using compensatory, cognitive and also the active users of meta-cognitive strategies. As far as difficulties during learning English literature are concerned: a lot of major aspects of language learning strategies were observed that need to be solved. On the whole, students at postgraduate level are aware of LLS and utilize these strategies while learning English language and literature.

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

JEES Journal of English Educational Study ◽

10.31932/jees.v3i2.733 ◽

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 Classroom ◽

Males And Females ◽

The University ◽

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.