scholarly journals Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

2017 ◽  
Vol 8 (1) ◽  
pp. 250-263 ◽  
Author(s):  
Mutiatun Nasihah ◽  
Bambang Cahyono
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Writing Achievement ◽  
Language Learning Strategies ◽  
Efl Students

scholarly journals Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mutiatun Nasihah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Language Learning Strategies ◽  
Efl Teachers ◽  
Big City ◽  
Efl Students ◽  
Writing Tests

This study aims at investigating the correlation between language learning strategies (LLSs) and writing achievement, the correlation between motivation and writing achievement, and the correlation between LLSs combined with motivation and writing achievement. It involved one-hundred English as a foreign language (EFL) students of a senior high school which is located in a big city in Indonesia. The students were selected randomly to be the participants of this study. The data were collected by using the Strategy Inventory for Language Learning (SILL) questionnaire, motivation questionnaire, and writing tests. The results of research revealed that the null hypotheses for the three correlational analyses were rejected. In other words, there is a significant correlation between LLSs and writing achievement; there is a significant correlation between motivation and writing achievement; and there is a significant correlation between LLSs combined with motivation and writing achievement. Theoretically, this study supports the important roles of LLSs and motivation, either separately or combined, in predicting writing achievement. Pedagogically, when teaching writing, EFL teachers are recommended to introduce the potential of LLSs to EFL students, arouse the students’ motivation to write, or to apply both of them simultaneously to boost EFL students’ writing achievement.

scholarly journals The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia

2018 ◽  
Vol 9 (1) ◽  
pp. 69
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Language Learning ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
College Level ◽  
Language Learning Strategies ◽  
Efl Students ◽  
Perceptual Learning Styles ◽  
The Relationship

This study investigated the relationship between EFL students’ Perceptual Learning Styles (PLS) and their Language Learning Strategies (LLS). A group of (155) college-level EFL students in Saudi Arabia was surveyed. Reid’s learning styles model was employed to identify the participants’ PLS. Oxford’s language learning strategies model was used to identify the participants’ LLS. The study’s results showed that the most preferred learning styles among students were kinesthetic, auditory, and group PLS respectively. It was also found that the most frequently used language learning strategies among students were metacognitive, social, and cognitive LLS respectively. The study revealed a statistically significant relationship between participants’ perceptual learning styles and their language learning strategies.

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

2017 ◽  
Vol 7 (1) ◽  
pp. 18 ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Learning Strategies ◽  
Long Duration ◽  
Significant Difference ◽  
Language Study ◽  
Efl Students ◽  
The Difference ◽  
And Gender

This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context.

Understanding the Language Learning Approaches of EFL Students in an Intensive English Course

Relay Journal ◽  
2019 ◽  
pp. 137-148
Author(s):  
Brien Datzman
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Approaches ◽  
Intensive English ◽  
Language Learning Strategies ◽  
Structured Interviews ◽  
Learner Beliefs ◽  
Efl Students ◽  
Emerging Themes

In this paper, the author presents case studies of two Japanese university learners of English, specifically in reference to psychological factors that may help understand differences in their English learning outcomes. Data was collected in semi-structured interviews, coded for emerging themes, and presented in summary form for analysis. Emerging themes included learner beliefs, motivation, and language learning strategies. Findings stress the role of prior language learning experiences and motivation in the development of learner beliefs and choice of language learning strategies.

scholarly journals Factors Influencing College-Level EFL Students’ Language Learning Strategies in Saudi Arabia

2017 ◽  
Vol 7 (1) ◽  
pp. 69 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Learning Strategies ◽  
Demographic Variables ◽  
College Level ◽  
Language Learning Strategies ◽  
Factors Influencing ◽  
Significant Difference ◽  
Efl Students ◽  
The Difference

This study investigated the factors that influence college-level EFL students’ Language Learning Strategies (LLS) in Saudi Arabia. A survey of 178 participants from different higher education institutions in Saudi Arabia was conducted. A Multivariate Analysis of Variance (MANOVA) was employed to identify the most frequently used LLS and to investigate the difference between students’ demographic variables and their use of LLS. The study’s results revealed that the majority of participants fell in the age category between (18-22) years old, were in their 4th year of college, were Saudi nationals, and majored in TESL/TEFL. The findings also showed that participants’ overall use of LLS was average (medium). The study investigated the six LLS among participants and revealed that Metacognitive Strategies were the most frequently used strategies while Affective Strategies were the least frequently used strategies. The results also indicated that there was an overall statistically significant difference in LLS based on participants’ gender. However, the findings found that age, college level, nationality, and major did not have any statistically significant effect on the six LLS.

scholarly journals Learner Autonomy and its Existing Practices: A Comparison between EFL Students of Various Disciplines in the Context of Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 596-608
Author(s):  
Ayesha Butt ◽  
Faisal Anis ◽  
Amna Yousaf
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
The Arts ◽  
Science Group ◽  
Efl Students

Learner autonomy refers to a state where a learner seeks the understanding of the concepts more independently, takes charge of his own learning and becomes more motivated and self-supportive towards the learning procedures. The present study explored the existing practices of EFL learners with reference to autonomy practices, in the context of Punjab, Pakistan. The autonomy of the learners was examined through their use of foreign language learning strategies. The sample of the study consisted of 104 university students from arts and science groups. The results indicated that the students of science group were using more autonomous learning strategies as compared to the arts group.

scholarly journals Fostering Learner Autonomy through Foreign Language Learning Strategies among Pakistani EFL Learners

2019 ◽  
Vol IV (II) ◽  
pp. 41-49
Author(s):  
Ayesha Butt ◽  
Uzma Quraishi ◽  
Sameera Ayub Bhatti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Active Engagement ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Language Classrooms ◽  
Efl Students

Learner autonomy refers to the practical situations and interventions of learning, where individual independence of a learner is given more attention (Smith, 2008). Learner autonomy (LA) can be promoted in foreign language classrooms by using foreign language learning strategies and it can pave the way for successful learning outcomes (Kim, 2013). Foreign language learning strategies (FLLS) are the behaviors, techniques and active engagement of learners (Ellis, 2008). The present study identified the foreign language learning strategies (FLLS), used by the Pakistani students at the tertiary level, where they were found to be unaware of the phenomena. Then a learner-training program based on FLLS was designed and implemented on the sample of 50 EFL students to foster autonomy. The research through an experiment of intervention found the effectiveness of the program with reference to LA development, the enhanced use of FLLS by students and the stimulation of their interest.

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