Discovering Students’ Strategies in Learning English Online

2021 ◽  
Vol 17 (1) ◽  
pp. 261
Author(s):  
Norhajawati Abdul Halim ◽  
Kamisah Ariffin ◽  
Norizul Azida Darus
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Learning Performance ◽  
Metacognitive Skills ◽  
Face To Face Learning ◽  
And Performance ◽  
Learning English

Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students’ strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students’ strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online.   Keywords: E-learners, Learning strategies, Online learning, Performance

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.

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 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 Distance Learning Strategies At SD Muhammadiyah 2 Sidoarjo During the Covid Pandemic-19

2021 ◽  
Vol 10 ◽  
Author(s):  
Dwi Febianti ◽  
Muhlasin Amrullah
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Strategies ◽  
Central Government ◽  
Learning Strategy ◽  
Scientific Paper ◽  
Scientific Article ◽  
Face To Face ◽  
Offline Learning ◽  
Face To Face Learning

This study aims to find out or describe how distance learning strategies are carried out by Muhammadiyah Elementary School during this pandemic. In this scientific paper, it explains how the strategy carried out by SD Muhammadiyah 2 Sidoarjo was when the pandemic was still at its height, learning in schools used online and if the pandemic had decreased, the school planned to conduct offline learning at school but also must always obey health regulations. . However, in reality, SD Muhammadiyah 2 Sidoarjo still uses the online system, even though there is an appeal from the central government and also the Ministry of Education and Culture to carry out face-to-face learning, but there are one thing or another that causes many parents and guardians of students who do not agree if learning is done face-to-face. Ideas to support the success of distance learning strategies carried out by educators in online learning or on platforms such as Google Classroom, Zoom and Meet, namely, delivery of materials, learning media and teaching materials. This scientific article uses descriptive qualitative method which is a type of qualitative research. Its purpose is to reveal events or facts, phenomena, circumstances and variables that occur when conducting research directly by writing down what actually happened. For data collection techniques using observation and interview techniques. The results of this research at SD Muhammadiyah 2 Sidoarjo show the strategies used in dealing with distance learning, namely, what media are used at SD Muhammadiyah 2 Sidoarjo to deal with distance learning that makes students feel bored. The conclusion that can be drawn is, a distance learning strategy that aims at an online learning process that is directed and can run well.

HEALTH CARE AND SPORT STUDENT ENGLISH LANGUAGE LEARNING STRATEGIES IN A LATVIAN HEI

2019 ◽  
Vol 3 ◽  
pp. 563
Author(s):  
Ieva Rudzinska ◽  
Monta Jakovleva
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Education Institution ◽  
Strategy Use ◽  
Target Language ◽  
English Language Learning ◽  
Sport Science ◽  
Learning Strategy Use

The aim of the research is to find out the characteristics of the English language learning strategy use in the students of two study Programs – Sport Science and Healthcare (Physiotherapy) in a Latvian higher education institution, using LLSU Inventory, developed in CARLA Center, University of Minnesota. The results show that both Program students are aware of the strategies and quite use them, mean = 2.63 for Listening Strategy and Vocabulary learning Strategy use, SD= .36 and .40 respectively. However, Physiotherapy student, e.g., use Listening Strategies more that the researched Sport Science students (Sig. (2-tailed) = .02, i.e., < .05)). Physiotherapy students more often “Plan out what to say or write in my own language and then translate it into the target language” (t=-2.12, Sig. (2-tailed) <.001).Although statistically significant small differences between both Program student languages learning strategy use were found, yet the strategy use of both Program students is generally the same. Program developers should consider the differences of student learning strategies; need to know which they students prefer, and which are still to develop. 

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.

scholarly journals EFFECTS OF LEARNERS’ LANGUAGE PROFICIENCY ON THEIR LANGUAGE LEARNING STRATEGIES

2017 ◽  
Vol 6 (1) ◽  
pp. 10-25 ◽  
Author(s):  
Ho Ai Ping ◽  
Ng Lee Luan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Significant Influence ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Medium Level ◽  
One Way Anova ◽  
Learning English

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. 

scholarly journals Learner Effectiveness: A Cause of Learner Strategy Use?

2018 ◽  
Vol 6 (4) ◽  
pp. 1
Author(s):  
Mohammadreza Yousefi Halvaei ◽  
Ali Akbar Ansarin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Graduate Program ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Learner Differences ◽  
The Impact

The study of the individual learner differences including learner effectiveness has been a genuine concern for second language researchers. The present study strived to examine the impact of learner effectiveness on the language learners’ learning strategy use. According to this purpose, first, the researchers developed the two-part 40-item learning strategy questionnaire of the study according to the strategy questionnaire developed by Wong and Nunan (2011). Second, they selected 441 students (224 male & 217 female) studying at the first year of their graduate program at universities in East Azerbaijan Province (Iran) as the participants of the study. Third, they administered the questionnaire of the study to the chosen participants and asked them to complete it. Finally, the researchers employed the chi-square test to analyze the collected data of the study. Based on the results of the study, there were significant differences between the more effective and less effective EFL learners’ use of language learning strategies. On the basis of these results, it was argued that the syllabus designers should include specific parts in the teaching materials of the EFL classrooms in which the learners become familiar with various learning strategies and are trained to employ the most efficient strategies for the performance of language learning tasks. Similarly, it was pointed out that the EFL teachers should familiarize their learners with the diverse language learning strategies and their predominant role in the process of second language acquisition.

scholarly journals Towards A Descriptive Language Learning Strategy Inventory – The Dellsi

2010 ◽  
Vol 1 ◽  
pp. 83-111
Author(s):  
Radha Nambiar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Dynamic Nature ◽  
Think Alouds ◽  
Language Learning Strategy ◽  
Strategy Identification ◽  
Esl Learners ◽  
Descriptive Language

The paper reports on the development of a descriptive and dynamic inventory called The Descriptive Language Learning Strategy Inventory (DeLLSI). This inventory was designed to identify learning strategies of Malaysian tertiary learners while reading an academic text for the purpose of summarizing the text.  Two groups of proficient and less proficient ESL learners read and summarized an academic text orally before being interviewed to clarify doubts arising from their think alouds. The entire process was audio-recorded and then transcribed verbatim. The completed summaries were also examined to check for accuracy with a suggested summary. Statements indicating strategy use were identified from the transcripts and these were then matched with the appropriate strategy in the inventory. This helped ensure the inventory was easier to use and reduced the difficulty of identifying strategies thus ensuring uniformity in strategy identification and research. This inventory also provides a useful supplement to existing inventories because its dynamic nature enables a strategy researcher to adapt it to specific skills and tasks.

Exploring a language learning history: The journey of self-discovery from the perspectives of individual differences

2020 ◽  
Vol 1 (2) ◽  
pp. 8
Author(s):  
Naoya Shibata
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Goal Setting ◽  
English Language ◽  
Learning Strategy ◽  
Strategy Use ◽  
Target Language ◽  
Learning History ◽  
Learning Strategy Use ◽  
Self Discovery

Exploring a language learning history can help researchers, teachers, and students to reveal and understand various individual difference factors which positively or negatively influence language learning activities and strategy use. In this paper, I examined my English language learning history and delved into challenges and factors to overcome them and activate my autonomy. Based on the analysis of my learning history, three main themes were indicated: a) motivational shifts and goal-setting theory, b) learning beliefs and goal setting, and c) the relationship between learning strategy use and teachers’ influence. Furthermore, my learning history also illustrated that I tended to change all these features through both successful and unsuccessful experiences. Among them, goal-setting seems to be the most significant factor for me to study the target language. With clear learning objectives, I overcame many challenges and sustained high motivation by utilising various types of learning strategies and having positive learner beliefs. Accordingly, noticeable relationships among motivation, learner belief, and learning strategy use were revealed through my learning history log. 

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