scholarly journals ANALYZING LEARNERS’ IDENTITY AND DIFFERENCE THROUGH ENGLISH MEETING CLUB

2020 ◽  
Vol 6 (2) ◽  
pp. 219
Author(s):  
Suharti Sirajuddin ◽  
Muhammad Yahrif
Keyword(s):  
Learning Strategies ◽  
Influence Factors ◽  
Learner Autonomy ◽  
English Learning ◽  
Learner Identity ◽  
Effective Strategies ◽  
Field Note ◽  
Club Meeting ◽  
Identity And Difference ◽  
Linguistic Influences

 The article aims at finding out students’ learner identity and difference through English Club Meeting at Megarezky Universitas. This research investigated twenty members of English Club Meeting of Megarezky University (E-Comers) who come regularly and five respondents for interview. The method of this research is used observation, field note, and interview. The data collecting were analyzed by presented, analyzed, discussed and interpreted. The result of this research categorized four factors in order to understand learner identity, motivation, learning strategies, learner autonomy, and cross linguistic influence. In motivation, students are motivated due to the value of group community, students’ personal goal, and senior members’ role. While in learning strategies; coping and communication strategies are appeared on this research. Talking about learner autonomy, it is revealed that students’ control is the most effective strategies. So, it can be concluded that cross-linguistic influences students in English learning process. In conclusion, these four factors help teachers to understand students’ identity and difference. Every student has different motivation, learning strategies, students’ autonomy and cross-linguistic influence factors which English Meeting Club tends to accommodate students’ identity in one group activity.

scholarly journals Enhancing Learner Autonomy through Extensive Reading: The Case of Book Reports

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Truong Thi Thanh Canh
Keyword(s):  
Learning Strategies ◽  
Positive Attitude ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Effective Strategies

This paper investigates the autonomous learning strategies employed by students while participating in extensive reading (ER) and their perception of this method. Semi-structured interviews and autonomy strategies questionnaires are used as research instruments. The 25 participants are freshmen majoring in English. The findings illustrate some favored autonomous strategies that students used, such as summarizing, making inferences, taking notes, and using imagination. It is noticeable that using translation is an uncommon strategy chosen by these participants, which is somewhat unexpected in the Vietnamese context where students prefer it the most. For metacognitive and effective strategies, a sense of responsibility and monitoring received the most attention from the students. This result shows a positive attitude among the students in claiming that their autonomous learning can be enhanced via completing book reports. The findings from the current study provide insights into the implementation of book reports in extensive reading to enhance learner autonomy.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

Functional Structure Design of English Learning Machine Based on Innovative Cognition

2012 ◽  
Vol 538-541 ◽  
pp. 2967-2971
Author(s):  
Ke Chen
Keyword(s):  
Learning Strategies ◽  
Cognitive Linguistics ◽  
Structure Design ◽  
Functional Structure ◽  
Base Layer ◽  
English Learning ◽  
Core Function ◽  
Interaction Interface ◽  
Learning Machine ◽  
Functional Structure Design

In terms of cognitive psychology and innovative psychology, this paper establishes the innovative cognitive process of English learning from input of information to output of language acquisition result. Then combined with the theory of cognitive linguistics, the paper analyzes the main impact that innovative cognition produced on English learning process, and proposes the related English learning strategies. Based on the above theory, functional structure of English learning machine, which is made up of the man-machine interaction interface, the core function layer and the hardware base layer, is presented. The method proposed here should be helpful for further research on the model of English learning machine.

scholarly journals Effective Strategies on Learning Arabic for Children

ALSINATUNA ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 68
Author(s):  
SOKIP
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Research Method ◽  
Learning Strategy ◽  
Existing Problems ◽  
Effective Strategies ◽  
Library Research ◽  
Literary Sources ◽  
Selection Of

Arabic learning can take place at various ages of either children, adolescents or adults. Learning Arabic is something needed for especially Muslim because it is important in Muslim life. This paper will explain about the Arabic learning strategy for children. This is important to discuss because children need special strategies in learning for their ages. In collecting information, the writer uses library research method, which is done by comparing several literary sources, especially those that are the main source of discussion to discuss about the existing problems. Then, as the result, language learning is a help to determine how, and how well, learners learn a foreign language. There are many variations on learning strategy. Arabic learning strategies for children include playing, singing, telling stories, projects, demonstration, and conversation. By using the suitable and fun strategy, children can develop their potential well and effectively. The selection of learning strategies depends on children’s ages and characteristics.  

scholarly journals English Learning Strategies of Economics-majored Students at Banking University of Ho Chi Minh City

2022 ◽  
Author(s):  
Luu Hon Vu ◽  
Le Quoc Tuan ◽  
Tran Thi Ngoc Anh ◽  
Nguyen Thi Phuong Truc
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
High Frequency ◽  
Grade Level ◽  
Female Students ◽  
Ho Chi Minh City ◽  
English Learning ◽  
Key Factors ◽  
Language Learning Strategies ◽  
Frequency Of Use

The purpose of this research paper is to look into the current situation of using learning strategies and the key factors that influence English learning strategies of tertiary students who major in economics at Banking University of Ho Chi Minh City. On the basis of Oxford’s (1990) theory on language learning strategies, the study conducted a questionnaire survey with the participation of 300 students. The results show that economics-majored students use English learning strategies at a relatively high frequency, with the metacognitive strategies group having the highest frequency; the groups of affective strategies and compensation strategies have the lowest frequency of use. It also draws a conlusion that individual factors such as gender, grade level, and major do not appear to have a significant impact on students' use of English learning strategies. There are no significant differences between male and female students, between students of all grades, and between students of different majors in the frequency of using English learning strategies.

scholarly journals Self-Regulation: Why is it Important for Promoting Learner Autonomy in the School Context?

2014 ◽  
pp. 342-356 ◽  
Author(s):  
Yoshiyuki Nakata
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
School Context ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Learning Strategies ◽  
Research Areas

Both researchers and practitioners in the field of foreign language education are increasingly interested in the notions of self-regulation and learner autonomy. Indeed, there is a growing body of evidence highlighting the importance of self-regulation in promoting learner autonomy. For many practitioners, an important question to be addressed is how to help learners become more self-regulated in order to promote their learner autonomy. As it stands, however, the majority of learner autonomy research following this line of inquiry has been conducted within the framework of language learning strategies. Although learner autonomy research conducted within the framework of language learning strategies has to some extent contributed to addressing the question above, it has not provided enough guidance to practitioners and practitioner trainers, especially those who are struggling to promote autonomy in their learners in the EFL school context, which is full of constraints and limitations and does not allow much freedom. The present paper attempts to fill this gap, first by comparing the roots and the avenues of development of these two (essentially related but) distinct research areas—self-regulation and learner autonomy—and then by integrating the notion of self-regulation within the theoretical framework of learner autonomy, together with other notions of agency, teacher autonomy and scaffolding.

scholarly journals Learners’- produced learning materials: a step towards learner autonomy in EFL Grammar classes

2018 ◽  
pp. 20-42
Author(s):  
Amal Msimeer ◽  
Eman Elmejie ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Experimental Research ◽  
Research Study ◽  
Learner Autonomy ◽  
Learning Material ◽  
Structured Interviews ◽  
Learning Materials ◽  
Language Classes

This paper presents an experimental research study in which the two researchers aim to promote learner autonomy in language learning by means of learner-produced learning materials. The study was conducted at the Department of English in the Faculty of Arts in Misurata, Libya during the academic term-spring 2018. The participants were 50 Libyan students who major in English and they were all enrolled in semester 2 and studied Grammar II course. The participants were required to produce their own learning material which was about a particular grammar item. Semi-structured interviews with the participants were undertaken to know about their reaction towards the experience of taking responsibility to create a learning material, what autonomous strategies they were able to develop while designing the learning materials, what type of learning materials they were able to produce. The findings of the current study revealed that learner autonomy can be fostered in EFL classes in Libya and that Libyan students can develop some autonomous learning strategies. It is concluded that learner-produced learning materials can be a successful and an effective tool to promote learner autonomy in EFL (English as a foreign language) classes.

scholarly journals PROMOTIING LEARNER AUTONOMY: TEACHERS, APPLICATION IN MANAGING CLASS (A STUDY AT SMA ADABIAH, PADANG)

2017 ◽  
Vol 3 (1) ◽  
pp. 36-44
Author(s):  
Putri Mulyani ◽  
Riny D. Sani
Keyword(s):  
Video Recording ◽  
Learner Autonomy ◽  
Classroom Observations ◽  
English Teacher ◽  
Low Level ◽  
Class A ◽  
Data Process ◽  
Video Recorder ◽  
Field Note ◽  
Field Notes

This study aims to look how the teachers applied the strategies used to promote learner autonomy in the classroom. The research design was descriptive using qualitative approach. Source of the data from this study is an English teacher in high school Adabiah Padang totaling three teachers. In collecting the data, the researcher used observation checklist, field note and video recorder. When observed by using a checklist and field notes, researchers looked at all the activities of teachers and checklist based on indicators of the strategies to promote leaner autonomy in the classroom. Observations were also supported with video recording in order to help the researcher in the data process. There are six indicators used in this study, namely leaner goals, focusing on student's independence from the teacher, providing opportunities for the students to learn from each other, leaner strategy, providing opportunities for self-peer correction and reflection on learning. After analyzing or data process obtained from the use of such instruments, the researcher found that only two of the six indicators are often used by two the teachers from the three teachers that observed were providing opportunities from the student's to learn from each other and providing self-peer opportunities for correction. The percentage of promoting leaner autonomy: teachers' application in managing class at SMA Adabiah Padang, for teacher A is low level (33,3%), for teacher B is low level (33 ,3%) and for teacher C is very low (1 6,6%).

scholarly journals A Closer Look at Language Learning Strategies

2020 ◽  
Vol 2019 (1) ◽  
pp. 100
Author(s):  
Joseph Wood
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Interview Data ◽  
Language Learning Strategies ◽  
Advanced Level ◽  
Effective Strategies ◽  
Second Year ◽  
Depth Interviews

Language learning strategies (LLSs) are made up of the conscious and deliberate actions that language learners take in order to help them learn a language. It would be useful, however, to know which particular LLSs are the most effective so we can in turn focus on them in class and encourage our students to begin using them. To do this, we should ask ourselves, what kinds of LLSs do advanced-level students use in their own language learning? This study examined that question in hopes of learning the most effective strategies to teach our lower-level students to use. An advanced-level class of 18 second-year university students in Japan was surveyed on the effectiveness of LLSs based on a class-generated list. Following this, six students were selected for in-depth interviews. The survey and interview data found that students believed that speaking strategies are the most effective for learning English. 言語学習におけるストラテジー（LLSs）とは、学習者が言語を学びやすくするために起こす意識的かつ計画的な行動により構成されるものである。しかしながら、最も効果的なLLSsは何なのかを知ることは有益である。さらに授業の中でそれらのLLSsに注目し、学生たちがそれらを使い始めるように促すことを可能にするためである。それを知るために、私達は自分自身に次のように問うべきである―上級レベルの学生たちが英語学習の際に使っているのはどんなLLSsだろうか？本研究では、その答えを出し、初級レベルの学生たちにも最も効果的なLLSsを使って学習させるべく調査を展開している。日本のある大学の2年生18人の英語上級者クラスでは、学生たちが自ら作ったリストをもとに、それぞれのLLSsの効果を調査した。また、6人の学生に詳細なインタビューを受けてもらった。これらの調査により、英語上級者の学生たちが考える最も効果的なLLSsはスピーキングであるということがわかった。

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