scholarly journals Designing and Piloting a Tool for the Measurement of the Use of Pronunciation Learning Strategies

2010 ◽  
Vol 8 ◽  
pp. 189-202 ◽  
Author(s):  
Mirosław Pawlak
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Learning Strategies ◽  
Future Research ◽  
Data Collection Tool ◽  
Research Findings ◽  
Based Instruction ◽  
The Impact ◽  
Point Of Departure

Despite the fact that the last few years have witnessed a growth of interest in pronunciation learning strategies (PLS) (e.g. Petersen 2000; Pawlak 2008a; Wrembel 2008), this line of inquiry still remains neglected and is in urgent need of further empirical investigation. This is because the available research findings are primarily confined to the identification and description of the strategic devices that learners draw upon in their attempts to learn the various segmental and suprasegmental features, with only a handful of studies addressing such issues as the factors influencing PLS choice and use, the impact of proficiency levels or the value of strategies-based instruction in this area. Another problem is related to the use of diverging research methodologies and data collection tools, which renders it impossible to make comparisons between various studies, view their results in a cumulative way and arrive at conclusions concerning the effectiveness of specific strategies used by learners. What appears to be indispensable to drive the field forward and ensure that research findings will be comparable across studies and provide a sound basis for feasible pedagogic proposals is to draw up a classification of PLS and design on that basis a valid and reliable data collection tool which could be employed to measure the use of these strategies in different groups of learners, correlate it with individual and contextual variables, and appraise the effects of training programs. In accordance with this rationale, the present paper represents an attempt to propose a tentative categorization of pronunciation learning strategies, adopting as a point of reference the existing taxonomies of strategic devices (i.e. O'Malley and Chamot 1990; Oxford 1990) and the instructional options teachers have at their disposal when dealing with elements of this language subsystem (e.g. Kelly 2000; Goodwin 2001). It also introduces a research instrument designed on the basis of the classification that shares a number of characteristics with Oxford's (1990) Strategy Inventory for Language Learning but, in contrast to it, includes both Likert-scale and open-ended items. The findings of a pilot study which involved 80 English Department students demonstrate that although the tool requires considerable refinement, it provides a useful point of departure for future research into PLS.

Investigating language learning strategies: Prospects, pitfalls and challenges

2019 ◽  
pp. 136216881987615
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Strategy Use ◽  
Language Learner ◽  
Future Research ◽  
Language Learning Strategies ◽  
Methodological Choices ◽  
Research Findings ◽  
Based Instruction ◽  
Definition Of

Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford, 2014; Oxford, 2017; Oxford & Amerstorfer, 2018; Pawlak, 2011; Pawlak & Oxford, 2018). While acute problems related to the definition of LLS, their characteristics, their separation from regular learning activities or their actual utility have surely not disappeared, some promising solutions have been proposed (Griffiths, 2018; Oxford, 2017) and calls to abandon the concept have been countered (Dörnyei, 2005). This said, a question arises as to what can be done to move the field forward. Following a brief overview of existing research, the article tackles this issue with respect to the following areas: (1) foci of future research, (2) methodological choices, and (3) consideration of how research findings can inform pedagogy.

scholarly journals Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668417
Author(s):  
Meral Seker
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Training Experience ◽  
Based Instruction ◽  
The Impact ◽  
Instruction Design

The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.

scholarly journals Metodologia badań nad strategiami uczenia się

Neofilolog ◽  
2009 ◽  
pp. 65-83 ◽  
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Validity And Reliability ◽  
Language Learning Strategies ◽  
Future Studies ◽  
Research Findings ◽  
Methodological Problems ◽  
Based Instruction ◽  
The Relationship ◽  
Further Development

The last thirty years have witnessed considerable advances in empirical investigations into language learning strategies, with researchers identifying and classifying strategic devices, providing insights into factors influencing their use, investigating the relationship between the application of strategies and proficiency, and appraising the contributions of strategies- based instruction. Such developments have been accompanied by attempts to refine the existing research tools and design more effective ways of accessing learner’s mental processes. These efforts have not been entirely successful, which is unfortunate since methodological problems limit the validity and reliability of research findings and preclude comparisons between studies, thus stymieing further development of the field. The article evaluates the most frequently used tools and procedures in research on language learning strategies and offers guidelines on how future studies of this kind should most beneficially be conducted.

scholarly journals The Effect of LLS Instruction on the Use of Writing Strategies in English by Foreign Postgraduate Students in India

2021 ◽  
Vol 3 (4) ◽  
pp. 26-36
Author(s):  
Mona Alshaghel ◽  
Dr. Umarani Pappuswamy
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Control Group ◽  
Postgraduate Students ◽  
Language Learning Strategy ◽  
Native Speakers Of English ◽  
Based Instruction ◽  
The Impact

This study intends to examine the impact of Strategy-Based Instruction on the strategy use by foreign post-graduate students, studying at two universities in India while writing in English. A total of one hundred students, who are non-native speakers of English,  participated in this study. Fifty students in the experimental group received writing instruction through an online platform. The results were compared to their fifty counterparts in the control group. All the participants received an adapted version of the Strategy Inventory for Language Learning (SIIL) Questionnaire and a Writing Questionnaire as the pretest and posttest. Descriptive statistics and independent sample t-tests were run to analyze the data using SPSS. The findings showed that students who received language learning strategy instruction recorded higher scores than the students who did not receive any kind of instruction towards the skill of writing academic essays. The results revealed that students’ use of strategies in writing increased noticeably after strategy instruction and implied that students can be trained to use language-learning strategies successfully in their writing through direct strategy instruction.

scholarly journals Researching pronunciation learning strategies: An overview and a critical look

2018 ◽  
Vol 8 (2) ◽  
pp. 293-323 ◽  
Author(s):  
Mirosław Pawlak ◽  
Magdalena Szyszka
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Learning Strategies ◽  
Learner Autonomy ◽  
Target Language ◽  
Vital Importance ◽  
Based Instruction ◽  
Use Factors ◽  
Classroom Time

Disparate goals that learners might have in learning second or foreign language pronunciation and the scant classroom time that can be dedicated to teaching this target language subsystem dictate that learner autonomy is of vital importance in this case and adept use of pronunciation learning strategies (PLS) can be viewed as key to the development of this attribute. Surprisingly, research on these strategies is scarce, mainly focusing on the identification and classification of PLS, diverse instruments are used for data collection and the findings are inconclusive. The paper provides an overview of the available research on PLS with respect to their identification, learners’ preferences concerning their use, factors mediating the application of PLS, and the effects of strategies-based instruction in this area. An attempt is also made to assess research of this kind and to suggest how it could be taken forward to provide insights that would be of value to practitioners.

scholarly journals Scrutinizing the Impact of Teachers’ Critical Thinking and Teaching Autonomy on Their Teaching Success and Learners’ Use of Language Learning Strategies

2017 ◽  
Vol 8 (1) ◽  
pp. 122 ◽  
Author(s):  
Mania Nosratinia ◽  
Alireza Zaker
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Learning Strategies ◽  
Future Research ◽  
Language Learning Strategies ◽  
Actual Performance ◽  
Efl Learners ◽  
Efl Teachers ◽  
Teaching Success ◽  
The Impact

Postmethod perspective on English as a Foreign Language (EFL) teaching considers EFL teachers to be reflective and autonomous practitioners who play the role of change agents. In order to systematically study the way these attributes affect teachers’ and learners’ actual performance, this study investigated the effect of EFL teachers’ Critical Thinking (CT) and Teaching Autonomy (TA) on their Teaching Success (TS) and EFL learners’ Language Learning Strategies (LLS) use. Twenty mixed-gender upper-intermediate and advanced level general English classes were randomly selected from ten language schools. The teachers were 25 to 40 years of age (Mage = 31), whereas the learners were 18 to 30 (Mage = 24). In each class, CT and TA questionnaires were answered by the teacher and the LLS and TS scales were completed by the learners after 12 to 19 sessions. The results of a one-way ANOVA followed by a post-hoc Scheffe’s revealed that those EFL learners whose teachers had a high TA level show a significantly higher perception toward TS. Moreover, those learners whose teachers had a low CT level showed a higher, but non-significant, perception toward TS. Furthermore, EFL learners whose teachers had a moderate level of TA demonstrated a higher, but non-significant, use of LLS. Finally, EFL learners whose teachers had a high CT level showed a higher, but non-significant use of LLS. Regarding the limitations and drawing upon the findings, the article concludes with some pedagogical implications and some avenues for future research.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

Impact and paybacks of biomedical research findings in Malaysia 2005–2015

2021 ◽  
Author(s):  
Pei Kuan Lai ◽  
S Nalliah ◽  
CL Teng ◽  
NLP Chen
Keyword(s):  
Decision Making ◽  
Health System ◽  
Capacity Building ◽  
Biomedical Research ◽  
Knowledge Production ◽  
Future Research ◽  
Relevant Research ◽  
Research Findings ◽  
The Impact ◽  
Health System Policy

Background: Impact in research encompasses health, economic, and cultural benefits beyond adding to the knowledge base. Funders are under immense pressure to be accountable for the paybacks from funded research.Aims and objectives: The aim of this study was to look into the impact of funded biomedical research between the years 2005 and 2015 in Malaysia from the aspects of knowledge production, research targeting and capacity building, as well as health system policy and decision making.Methods: This study employed a convergent parallel mixed-methods research design. Biomedical projects related to breast cancer, coronary heart disease, and dengue, funded by the Ministry of Health (MOH), Ministry of Higher Education (MOHE), and Ministry of Science, Technology, and Innovation (MOSTI) between the years 2005 and 2015, were included.Findings: From the questionnaire responses (n=58), on average each funded project managed to produce two outputs and one higher degree student. More than half (61.4%) of the funded projects led to subsequent future research. However, low citations in systematic reviews (10.3%), health policies (6.9%), and clinical practice guidelines (5.2%) were reported. In-depth interviews with the key opinion leaders also saw that most of the local research findings were found to be irrelevant to be adopted into policies by the policymakers.Discussion and conclusions: Paybacks on knowledge production as well as research targeting and capacity building had been achieved, but impact on health system policy and decision making had not been well attained, due to the lack of relevant research findings needed by the policymakers.<br />Key messages<br /><ul><li>Payback on knowledge production was achieved, as there had been a lot of new knowledge generated as captured in academic publications, conference proceedings, policy briefs, technical reports, and research highlights, which is important to advance the frontiers of knowledge.</li><br /><li>Payback on research targeting was achieved, with the current research leading to future study with identification of the knowledge gap and generation of new ideas for new research.</li><br /><li>Payback on capacity building was achieved with the training of researchers, building up research capacity and competencies, production of MSc and PhD graduates, promotion of lecturers, and development of new partnerships and networks.</li><br /><li>Impact on health system policy and decision making was not well attained. There had been a lack of relevant research data and findings being incorporated into policymaking, due to the basic and fundamental nature of most of the funded biomedical research in Malaysia.</li></ul>

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