scholarly journals The Effect of a Training Program in a Reading Course in Developing English Language Learning Strategies among University Students

2018 ◽  
Vol 12 (2) ◽  
pp. 300
Author(s):  
Ahmad M. Mahasneh ◽  
Ahmad F. Al-Alwan
Keyword(s):  
University Students ◽  
Language Learning ◽  
Training Program ◽  
Learning Strategies ◽  
English Language ◽  
Female Students ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Significant Difference ◽  
Experimental Group

This study aimed at identifying the effect of a training program in developing the use of learning English language strategies among a sample of the Hashemite University students, and the differences in using these strategies due to gender and the type of group (experimental and control groups). The study sample consisted of 76 male and female students from the Department of English Language, divided into two groups (an experimental group of 34 male and female students and a control group of 42 male and female students). To achieve the aims of the study, Oxford's language learning strategies scale was used. The study used a quasi-experimental research design with pre-test and post-tests. ANCOVA and T-tests were used to analyze the data. The results of the study revealed that there is a statistical significant difference between the two groups in developing language learning strategies in favor of the experimental group. Also, results showed that there is no statistically significant difference in using language learning strategies attributed to gender.

scholarly journals The Effectiveness of a programme-based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

2017 ◽  
Vol 8 (3) ◽  
pp. 113 ◽  
Author(s):  
Nasrah Mahmoud Ismaiel ◽  
AbdulRahman Awadh Al Asmari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Female Students ◽  
Control Group ◽  
Language Learning Strategies ◽  
Vocabulary Learning Strategies ◽  
Post Test ◽  
Experimental Group

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this study consists of (123) females, it is parted into two sections; the experimental group consists of 55 female students and the control group consists of 68 female students. During the course of the study, learners were randomly chosen and randomly were divided into the experimental and control groups. The aim of the study is twofold: (a) to assess if there exist notable discrepancies between these two groups on the English Language Vocabulary post-test and vocabulary language learning strategies. The study also aims to analyze if there exist important discrepancies in the mean grades of pre and post-test of the English Language Vocabulary test and vocabulary language learning strategies. The research applied will continue for 12 weeks throughout the second semester which includes the proposed program. Students` vocabulary learning strategies were measured by Schmitt’s (1997) questionnaire. This questionnaire contains 58 items covering five main strategies that are determination plans, social plans, memory tactics, cognitive plans and meta-cognitive programs. While the Students` English Language Vocabulary size was measured by English Language vocabulary test that was designed by the researchers. The research accomplished lasted for three months that encompasses the suggested plan. The gathered data demonstrated that there existed statistically important discrepancies between the experimental group and the control group on the post-test, in which the experimental one was more bolded. It also uncovred that there existed statistically important discrepancies among the pre-test and post-test outcomes for the experimental group on the diction examination. Moreover, the grades depicted that there existed statistically notable discrepancies among the experimental group and its counterpart. The data of the present research have notable insinuations for the learners and make an enhanced case for the study of diction and vocabulary. 

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.

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

2020 ◽  
pp. 83-99
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Abdu Al-kadi ◽  
Ali Abbas Falah Alzubi ◽  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Technology Enhanced Learning ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
And Gender

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty

2013 ◽  
Vol 477-478 ◽  
pp. 1541-1544
Author(s):  
Yong Hong Sun ◽  
Xiao Wei Jiang ◽  
Ling Zheng ◽  
Xiang Dong Xu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Quantitative Research Methods

This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strategies, Affective strategies and Social strategies, and they generally do not use Memory 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.

scholarly journals Language Learning Strategies and Students’ Performance in ESL Classrooms

2018 ◽  
Vol III (I) ◽  
pp. 17-38
Author(s):  
Arshad Ali Khan ◽  
Sayyed Rashid Ali Shah ◽  
Hussain Ahmad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Private University ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Language Performance ◽  
Significant Difference ◽  
And Performance

This study investigates the relation of language learning strategies, memory, cognitive, compensation, metacognitive, social and affective strategy with the language performance of undergraduate students in ESL classroom. Data from the sample of 97 male and 63 female learners in a private university was collected through Strategy Inventory for Language Learning (SILL) by Oxford (1990), which is based on 50 items on the pattern of five-point Likert scale. Students’ GPA scores were collected for the relevant course in order to examine language performance. For descriptive and inferential statistics, the data have been analyzed through SPSS 15.0. The results showed a significant difference between used language strategy and performance. The cognitive and memory strategies were more significant while social and affective strategies were least significant. The study also revealed that female students used strategies more than male students, however gender did not play any significant role in language performance.

scholarly journals The Correlation among Gender, Language Learning Strategies, and English Achievement of English Department Students of Tarbiyah Faculty at UIN Alauddin Makassar

2021 ◽  
Author(s):  
Maulina
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Female Students ◽  
Descriptive Statistics ◽  
English Department ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Correlational Research ◽  
English Achievement ◽  
Program Version

This was a correlational research with two predictors and one criterion. 103 students (both successful and unsuccessful male and female students) were involved in this research. The data obtained through SILL by Oxford (1990) and students’ English achievement based on gender were analyzed by using descriptive statistics and inferential statistics through SPSS program version 20.0. The findings, first of all showed that there was a significant correlation between gender and English achievement where r = 0.924 and p = 0.000 = 0.05. Second, there was not any significant correlation between LLSs and English achievement where r = 0.202 and p = 0.083 < = 0.05. Third, there was not any significant correlation between successful gender and their LLSs where r = 0.222 and p = 0.056 > = 0.05 but there was a significant correlation between unsuccessful gender and their LLSs where r = - 0.376 and p = 0.049 < = 0.05. Fourth, There was a significant correlation between gender and LLSs used simultaneously with English achievement where r = 0.264 and p = 0.04 < = 0.05.

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