scholarly journals Language Learning Strategies (LLS): Teachers’ Notions and Practice

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 109-122
Author(s):  
Haddi Junaidi Kussin ◽  
Ainon Omar ◽  
Napisah Kepol
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Educational Institution ◽  
Language Learning Strategies ◽  
Teaching English ◽  
Individual Perception ◽  
The Individual

The purpose of the study was to find out both notions and practice where LLS are concern. The study targeted the teacher population at Centre for Foundation Studies of the International Islamic University Malaysia, particularly teachers responsible of teaching English at the educational institution. However, there were only four teachers who responded to the invitation to become part of the study. The study first explored the individual perception of the four teachers who volunteered (done via three separate interview sessions) before lesson implementations of the four were observed to substantiate their notions on incorporating LLS into lesson implementations. The notions of the four volunteered teachers were found to have aligned with their individual practices where LLS are concern.

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.

Language Learning Strategies (LLS) Implementation of Students and Teachers at a Malaysian Pre-Tertiary Educational Institution

2021 ◽  
Vol 8 (2) ◽  
pp. 27-40
Author(s):  
Haddi @ Junaidi Kussin ◽  
Aireen Aina Bahari ◽  
Puteri Zarina Megat Khalid ◽  
Raja Nor Safinas Raja Harun ◽  
Nor Liza Haji Ali ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Educational Institution ◽  
Language Learning Strategies ◽  
Mixed Method Design ◽  
Language Classrooms ◽  
Observation Protocol ◽  
English Language Classrooms

The study which took place at a Malaysian pre-tertiary educational institution aimed at investigating the implementation of language learning strategies (LLS) of its two major stakeholders, namely the students and the teachers. As the study employed mixed-method design, both quantitative and qualitative data were collected as to report the findings. The Strategy Inventory for Language Learning Strategies (SILL) and classroom observation protocol were the two important instruments for this study. A total of 300 students were involved in the study in which the number was determined using Krejcie and Morgan table. The students were divided into two groups consisting of 150 students who passed the institution’s English Proficiency Test, being referred to as ‘EPT-pass’ and 150 students who failed the test, hence known as ‘EPT-fail’ in the study. Four teachers voluntarily involved in the study after invitation to be part of the study was extended to all teachers at the educational institution. Analysis of data was done using descriptive statistics (mean and standard deviation scores) and thematic analysis. The findings showed that students employed indirect language learning strategies more than direct strategies with EPT-pass group recording (M=4.084, SD=0.625) and EPT-fail group with (M=2.722, SD=0.466). It was apparent that metacognitive strategies (M=4.361, SD=0.954) were EPT-pass group’s most employed strategies while EPT-fail students implemented affective strategies (M=3.077, SD=0.399) the most. Additionally, LLS were undoubtedly embedded into the lesson implementations of the four teachers whose lesson implementations were observed. The study implies that LLS play fundamental part in the teaching and learning of English and should be directly nurtured and embedded into English language classrooms to ensure more effective implementations.

Vocabulary Learning Strategies of English for Specific Purposes Students at Agricultural University of Georgia

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tamar Tskhvitava
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
English For Specific Purposes ◽  
Language Learning Strategies ◽  
Teaching English ◽  
University Of Georgia ◽  
Vocabulary Learning Strategies ◽  
Teaching Learning

The importance of teaching ESP to students not majoring in English is discussed. The role of vocabulary learning inESP is emphasized. The article attempts to add an insight to Georgian experience of teaching English to studentsof Agriculture to the existing studies on the use of vocabulary learning strategies in ESP. The students shouldbecome aware of the importance of language learning strategies and get trained to use them appropriately. Thepurpose of this study was to investigate the attitude of students towards vocabulary learning methods offered bythe textbook and the teacher, as well as the awareness of and the preferred vocabulary teaching /learning strategiesamong Agriculture University students while they were taking an English for Specific Purpose (ESP) course.Respondents comprised 107 students at Agriculture University of Georgia students. An ESP vocabulary learningquestionnaire was administered to the randomly selected students who enrolled in the English for Agriculture as arequirement. It revealed that students are not sufficiently satisfied with the existing state of teaching ESP vocabulary.A conclusion has been made that vocabulary learning strategies have to be purposefully taught, to improve theexisting situation.

Memory and Cognitive Learning Strategies from the Teachers and Learners Perspectives

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Darin Nshiwi ◽  
Feisal Aziez ◽  
Hazim Alkhrisheh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Teaching Approaches ◽  
Language Learning Strategies ◽  
Teaching English ◽  
Efl Teachers ◽  
The Impact

This research falls within the area of language learning strategies (LLS) in English as a foreign language (EFL).  Although the impact of LLS on vocabulary learning has attracted ample of studies in the field on teaching English as a second or foreign language. However, teachers and learners’ views of LLS have not been investigated enough. To that end, this research sheds light on the adopted approaches while teaching these strategies by EFL teachers at the Higher Language Institute. It investigates whether these strategies are taught implicitly, explicitly or both. To conduct this study, the researcher applied two questionnaires: the questionnaires are used to evaluate the used memory and cognitive strategies by teachers and intermediate learners at the HLI. These instruments are applied on the sample that includes 36 intermediate and 30 EFL teachers at the HLI. The data obtained was dealt with descriptively and analytically. The findings show that the majority of teachers tend to train students to use memory and cognitive strategies implicitly. In addition, it was noticed that both teachers and learners use the same set of strategies which implies that teaching approaches has a direct impact on the used strategies by the learners.

scholarly journals A Contrastive Analysis of ESL and EFL Learning Strategies

2019 ◽  
Vol 10 (2) ◽  
pp. 311
Author(s):  
Wafa Ismail Saud
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Esl Students ◽  
Language Learning Strategies ◽  
The Social ◽  
Efl Students ◽  
The Individual ◽  
Individual Strategies ◽  
Language Context

This study examined language context effect on selecting language learning strategies. The participants were 150 English as a Foreign Language (EFL) students, and 150 English as a Second Language (ESL) students. Strategy Inventory for Language Learning (SILL) was used for data collection. The data were analyzed quantitively using Statistical Package for the Social Science (SPSS). At the individual strategy level, ESL and EFL students differed significantly in the use of 18 (36%) out of 50 strategies. There was also some agreement between them as both ESL and EFL students used 12 (24%) of individual strategies most often, 18 (36%) to a medium degree and 2 (4%) least often.  At the category level both groups used the metacognitive strategy category “organizing and evaluating your learning” most frequently, and used both the affective category “managing your emotions”, and the memory category “remembering more effectively”, least frequently, with no significant differences. The overall strategy use for both groups was medium.

One Size Doesn't Fit for All

2020 ◽  
pp. 216-224
Author(s):  
Anto Maria Eusobia
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Learning ◽  
Learning Strategies ◽  
Mother Tongue ◽  
Intermediate Level ◽  
Tertiary Level ◽  
Language Learning Strategies ◽  
L2 Learning ◽  
The Individual

Language is a means of communication. Learning a mother tongue is an ecstasy, but learning a second language is an acrimonious bliss. There is many research which focus on the enhancement of L2 learning. One of the ways to enhance the L2 learning is to focus on the individual differences (IDs) of the learners. Where one size does not fit for all. Each learner enjoys and searches the apt one for their size. This chapter focuses on one of the IDs i.e. language learning strategies (LLS). It is the actions, plans, and steps possessed and developed by the learner to enhance the L2 learning. This chapter is an attempt to investigate the awareness of rural learners about their LLS, and to identify the strategy preferences of the rural intermediate level learners and the tertiary level learners. Thus, this chapter identifies the awareness and preferences of LLS of rural learners.

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