Situating Language Learning Strategy Use

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes.

scholarly journals Estrategias en el aprendizaje de la lengua extranjera y niveles de competencia en estudiantes universitarios de magisterio

2014 ◽  
Vol 32 (2) ◽  
pp. 363-378
Author(s):  
Mª de las Mercedes García Herrero ◽  
Amparo Jímenez Vivas
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Estudiantes Universitarios

El propósito del estudio es identificar la utilización de estrategias en el aprendizaje de la lengua extranjera, por estudiantes universitarios, con diferentes niveles de competencia. Los objetivos son: 1) Conocer el uso de las categorías de estrategias en los diferentes niveles, 2) Comparar la utilización de las categorías, 3) Analizar la selección de categorías y 4) Averiguar el uso de las estrategias individuales más y menos frecuentemente utilizadas. Los participantes del estudio fueron 135 estudiantes de Magisterio del Grado de Primaria. El instrumento utilizado para evaluar estrategias ha sido una adaptación del SILL-Strategy nventory for Language Learning (Oxford, 1990) y para medir la competencia se emplearon las calificaciones finales de la asignatura de inglés.Los resultados de la investigación indican que la categoría más frecuentemente utilizada ha sido la Metacognitiva y la menos empleada la de Memorización. Los estudiantes más competentes emplean globalmente más estrategias. Además, se hallaron diferencias estadísticamente significativas en la utilización de la categoría cognitiva entre los grupos. The purpose of this study is to analyze the language learning strategy use in foreign language learning by university students at different proficiency levels. The objectives of the study are: 1) to learn about the language learning strategy use in language learning proficiency, 2) to compare language learning strategies employed, 3) to analyze the language learning strategies typically employed by a particular group of students, and 4) to find out about specific language learning strategies most frequently used. The participants were 135 teacher training university students. Data collection method used was a questionnaire based on SILL-Strategy Inventory for Language Learning (Oxford, 1990). The scores on English test were used to measure language learning proficiency. The results of this study reveal that learners use Metacognitive strategies more often than other strategies. In contrast, Memory strategies are the least frequently used. The frequent use of a large number of language learning strategies is reported by the most proficient learners. The differences in proficiency and in cognitive strategy use were found to be statistically significant.

English-major Pre-service Teachers’ Language Learning Strategy Use in terms of Enjoyment of English Learning

2016 ◽  
Vol 7 (6) ◽  
pp. 1103
Author(s):  
Chaoying Zhou ◽  
Channarong Intaraprasert
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
English Learning ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
English Major ◽  
Post Hoc

Language learning strategies (LLSs) play important roles in learners’ language learning. The study investigated the use of LLSs employed by English-major pre-service teachers in Midwest China by enjoyment of English learning. The modified SILL was used to collect the data. ANOVA and Post Hoc Scheffe Test were performed for data analysis. The results demonstrated that a significant variation in their pre-service teachers reported frequency of overall strategy use, all the four categories, and 41 out of 48 individual LLSs. Pre-service teachers with higher enjoyment of English learning use more strategies than counterparts with lower enjoyment of English learning. Implications of the findings for English teaching and learning were discussed.

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.

scholarly journals The Relationship between EFL Learners’ Language Learning Strategy Use and Achievement

2018 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Ozgul Balci ◽  
Selma Durak Uguten
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Language Achievement ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
The Relationship ◽  
Foreign Language Achievement

The primary purpose of this study was to examine the relationship between language learning strategy use and foreign language achievement, focusing on differences in gender. A total of 263 English as a foreign language students enrolled in English preparatory class program at Necmettin Erbakan University, School of Foreign Languages participated in the study. This was a descriptive study in relational screening model. The Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007), was used as the data collection tool. Results from the study indicated that metacognitive strategies were the most frequently used strategies among the participants, while cognitive strategies were the least frequently used. There was no significant difference between the male and female students in terms of language learning strategy use except memory strategies. Also, low but statistically significant positive correlations were observed between foreign language achievement and cognitive (r=0.23; p=0.00), compensation (r=0.16; p=0.01) and metacognitive strategies (r=0.15; p=0.02). The findings reported in the study suggest that high-level strategy use could affect students’ achievement in foreign language preparatory classes.

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 INFLUENCE OF SEX ON STUDENTS’ LANGUAGE LEARNING STRATEGIES: A CRITICAL REVIEW

2021 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Niwayan Sukraini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Learning Strategy Use ◽  
Young Students

Due to the importance of providing learning environment that suits the students’ preference in learning a language, many studies have been conducted on the learning strategies employed by the students. Doro and Habok (2013) investigated the learning strategies of Hungarian young students learning English as a foreign language. The instrument they used was the Strategy Inventory for Language Learning (SILL) for adult. It was statistically found that the instrument was reliable and worked well with the young learners. Another result of the study was that meta-cognitive strategies were the most frequently used while compensation strategies were the least frequently employed by the students. The study also discovered that female students showed higher frequency of learning strategy use. I conducted a similar study on Indonesian young students and tried to compare the result. There will be, however, difference in the instrument to collect the data. After consulting an English teacher who teaches young students, I decided to use the modified SILL for Taiwanese children by Lan (2005). This is due to the consideration that Indonesian students might not be able to fill in the complex questionnaire as in the adult version of SILL.The findings show that Meta-cognitive strategies as the most preferred group of the six strategy categories have exactly the same means of both Doro and Habok’s and my studies i.e. 3.2 and female students appeared to use language learning strategies more frequently that male students.

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