scholarly journals The Effects of Learning Style Preferences, Language Learning Strategies on English Proficiency of Korean College Students.

2017 ◽  
Vol 43 (2) ◽  
pp. 299-324 ◽  
Author(s):  
오영주 ◽  
Jang, So Young ◽  
Park Hyesook
Keyword(s):  
College Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Learning Style Preferences ◽  
Korean College Students ◽  
Style Preferences

Facilitating Japanese College Students’ Autonomous Learning Outside the English Classroom

2017 ◽  
Vol 41 (5) ◽  
pp. 3
Author(s):  
Tomoko Yabukoshi ◽  
Kazue Kato
Keyword(s):  
College Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Proficiency Test ◽  
English Proficiency ◽  
Autonomous Learning ◽  
Learning Goals ◽  
Learning Support ◽  
Language Learning Strategies ◽  
English Classroom

This study explored the effectiveness of an autonomous learning support program implemented with 23 Japanese college students to promote self-instructed English learning outside the classroom. The program incorporated the following five learning activities: language learning strategies, setting goals, making plans, reflecting and self-evaluating, and receiving feedback from an English teacher, all of which have been considered significant elements of autonomous learning (Benson, 2011; Holec, 1981). At the end of the program, an original questionnaire was administered to the students. English proficiency test scores and evaluation sheets recorded by their teachers were also collected. Analyses of the data showed that: (1) the program had positive impacts on out-of-class learning, such as increasing student motivation, clarifying learning goals, increasing study time, and improving English proficiency; and (2) the students were likely to have difficulties following their study plans when they had less contact with their teachers and classmates. 外国語教育では様々な自律学習支援が教員によって実施されている。本論では日本人EFL大学生23名を対象とした教室外での自律学習支援プログラムの有効性を調査した。プログラムでは先行研究に基づいて、(A)英語学習方略の紹介、(B)学習目標の設定、(C)学習計画の作成、(D)学習の反省と自己評価、(E)教員によるフィードバックの5つの活動を実践した。プログラム終了後、参加者に質問紙を配布し、各活動の有用性や自身の自律学習の変化について尋ねた。さらに教員による学習者評価シートや英語能力テストスコアのデータも収集した。分析の結果、本プログラムの有効性として、参加者の学習意欲の向上、学習目標の明確化、学習時間の増加、英語能力の向上が示唆された。一方、計画的学習の遂行は、教員やクラスメートとの接触が少ない時期に計画の遂行度が低いことが確認された。

scholarly journals Characteristics of Saudi EFL Learners’ Learning Styles

2021 ◽  
Vol 14 (7) ◽  
pp. 82
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Second Language Acquisition ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Efl Learners ◽  
Learning Style Preferences ◽  
Efl Students ◽  
Style Preferences ◽  
The Impact

One of the most important factors among those that play key roles in second language acquisition is language learning styles and strategies. This article identifies the unique and multifarious learning-style preferences that characterize Saudi English as a foreign language (EFL) learners’ learning, and explores how multidimensional causal factors and experiences shape their preferred modes of learning. The analysis first tackles Saudi EFL learning-style preferences, followed by a discussion of Saudi EFL language learning strategies. The discussion addresses the learning-style approaches and learning behaviors of Saudi EFL leaners and the impact they have on them and highlights the factors and consequences of each. It concludes by pinpointing the importance of identifying language learning styles and strategies Saudi EFL students use and offering measures that will help Saudi EFL teachers facilitate their students’ effective learning-style approaches.  

scholarly journals LEARNING STRATEGIES USED BY THE STUDENTS OF ENGLISH DEPARTEMENT OF STAIN PALOPO

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Said Ruqiyyat Yuyun
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Target Language ◽  
English Department ◽  
Social Strategies ◽  
Learning Style Preferences ◽  
Task Success ◽  
Style Preferences

This research aimed at finding out the learning strategy used by sixth semester students of English Department of STAIN Palopo This research applied quantitative method, the data were collected from questionnaire of SILL (Strategies Inventory of Language Learning) developed by Oxford; there are six types of learning strategies, they are memory, cognitive, compensation, metacognitive, affective and social strategies. The researcher used Strategy Inventory for Language Learning (SILL) version 7.0 as instrument to collect the data in this research. Questionnaire was used to get quantitative data about learning strategies of the students.. The result of the study shows that the most frequently used learning strategy by students is meta cognitive; this strategy is also the highest level of usage. These strategies help students to coordinate their learning and plan language leaning in efficient way. Metacognitive strategies (e.g., identifying ones own learning style preferences and needs, planning for an target language task, gathering and organizing materials, arranging a study source and a schedule, monitoring mistakes, and evaluating task success, and evaluating the success of any type of learning strategy) are employed for managing the learning process overall.

scholarly journals Influence of Language Learning Strategies to the English Proficiency Test Performance of College Students

2018 ◽  
Vol 32 (1) ◽  
pp. 149
Author(s):  
Harieth C.  Cawagdan – Cuarto C. Cawagdan– Cuarto ◽  
Emelinda E. Rivera
Keyword(s):  
College Students ◽  
Social Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Test Performance ◽  
Proficiency Test ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Study Results ◽  
Social Learning Strategies

Learning of English as second and even foreign language has been stressed out in all levels of education. Thus, teachers and researchers have been focusing on describing externally observable behaviors of language learners, followed by attempts to label categorized strategic behaviors and link them to language proficiency. This descriptive correlational study aimed to describe the extent of learners’ use of the language learning strategies (LLS) and determine its relationship with the English proficiency test performance of college students (N=82). The Oxford’s Strategy Inventory Language Learning (SILL) and a standardized College English Proficiency Test were the main instruments of the study. Results showed that memory, metacognitive, cognitive, compensation, organizing and evaluation and affective learning strategies do not significantly affect students’ English proficiency test performance; whereas social learning strategies is a strong predictor of students’ English proficiency test performance. This research provides a basis for utilizing social learning strategies as an intervention for improving students’ English proficiency.

scholarly journals The Influence of Student’s Language Learning Strategies Used towards Their Achievement in Structure IV

2018 ◽  
Vol 2 (2) ◽  
pp. 257
Author(s):  
Dwiniasih Dwiniasih
Keyword(s):  
Linear Regression ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Metacognitive Strategy ◽  
Simple Linear Regression ◽  
Language Learning Strategies ◽  
Descriptive Method

This study was aimed to know the influence of student’s language learningstrategies used towards their achievement in structure IV and the most strategy used. It is done in responding the fact, most of the students do not aware of their learning strategies. It makes them difficult understanding the knowledge transferred. By using descriptive method, this study used document test and SILL questionnaire as the instrument of the data. Meanwhile, in analyzing the data collected, the writer used SPSS simple linear regression (Muijs.200:143). The result of the study showed the influence of L2 student’s strategies is significantly weak towards their achievement in structure IV. While the most strategies used was metacognitive strategy. It is because so many factors influence student’s achievement, such as student’s ability, learning style, and teacher’s methodology used. Therefore, it is teacher’s task to motivate students aware of learning strategy used, so they could get well understanding.

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

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