scholarly journals The favored language learning strategies of Islamic university EFL learners

2021 ◽  
Vol 8 (1) ◽  
pp. 47-64
Author(s):  
Alfian Alfian
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Classroom Practice ◽  
Teaching Methodology ◽  
Significant Finding ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Watching Tv ◽  
Learning English

Despite the existence of many studies about language learning strategies (LLS) around the world, little work has been reported on the LLS use of Islamic university students from a qualitative perspective. Thus, to fill this empirical gap, this study is aimed to explore the LLS use and choice by learners studying at an Islamic university in Indonesia. This study employed a qualitative approach by interviewing 18 learners who would become teachers of English as a Foreign Language (EFL). They have been interviewed about the ways or strategies when they are learning English. The data gained from the interviews were analyzed by thematic analysis. The findings demonstrated that learners reported using the strategies which are classified into six LLS categories (memory, cognitive, compensation, metacognitive, affective, and social strategies) in learning English. However, most strategies reported by the learners were categorized into metacognitive strategies. Another significant finding is that several strategies such as practicing strategies (practicing four language skills; listening, speaking, reading, and writing), watching TV/ English Movies, memorizing, and using the internet were mostly reported by learners in improving their English skills. This study is beneficial for the classroom practice of teachers in enhancing their teaching methodology by knowing learners’ learning strategies to make it easier for the teachers to design the learning activities.  Furthermore, this study is also beneficial for novice EFL learners in which the strategies in this study could be models for them. 

scholarly journals Effects of Proficiency and Motivation on the Choices of Language Learning Strategies

2012 ◽  
Vol 2 (3) ◽  
pp. 179
Author(s):  
Attapol Khamkhien
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
English Language Teaching ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Future Planning ◽  
Efl Learners ◽  
Common Learning

The objectives of this investigation were twofold: 1) to identify language learning strategies commonly used by Thai EFL learners, and 2) to determine the roles of three variables contributing to their strategy use: language proficiency and motivation. A set of questionnaires consisting of the Strategy Inventory for Language Learning (SILL), and the Motivated Strategies for Learning Questionnaire (MSLQ) was given to 1,405 Thai university students studying English. The analysis revealed that, in general, memory strategies were found to be the most common learning strategies, whereas social strategies were the least common. Motivation was reported to be the most significant variables affecting their choices of language learning strategies. The analysis revealed certain elucidating facts that can be utilized in future planning of English language teaching to improve the English performance of Thai learners.

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

scholarly journals The Relationship between Iranian EFL Learners’ Use and Preferences of Language Learning Strategies and Their Meta-Knowledge and Tasks of Pragmatic Competence

2017 ◽  
Vol 7 (1) ◽  
pp. 142
Author(s):  
Khadijeh Najafi ◽  
Firooz Sadighi ◽  
Mohammad Sadegh Bagheri ◽  
Lotfollah Yarmohammadi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Pragmatic Competence ◽  
Fars Province ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
The Mean ◽  
The Relationship

The present study investigated the relationship between Iranian EFL learners’ use and preferences of language learning strategies and their meta-knowledge and the tasks of pragmatic competence. Quick Oxford Placement Test, version 2 (2004) was administered and 120 upper-intermediate EFL university students majoring in English translation and TEFL were recruited from the available branches of the Islamic Azad University, Fars province. Likewise, a questionnaire entitled Iranian EFL learners’ meta-knowledge and pragmatic tasks (2016) was used to explore EFL learners’ meta-knowledge and tasks of pragmatic competence and the mean score was calculated. Then, Oxford Strategy Inventory for Language Learning (1990) was used to analyze EFL learners’ use and preferences of language learning strategies and the mean score was calculated. Also, to examine any possible relationship between EFL learners’ use and preferences of language learning strategies and their meta-knowledge and pragmatic tasks, some correlations were run. The results of data analyses showed that Iranian EFL learners were moderate in meta-knowledge and tasks of pragmatic competence and in their use of language learning strategies in general. More detailed analyses of the data ranked the order of the applications of the strategies as: social strategies, meta-cognitive strategies, cognitive strategies, memory strategies, compensation strategies and affective strategies from the most to the least frequent strategies applied by the participants of the study. There was a significant medium positive relationship between meta-knowledge and tasks of pragmatic competence and meta-cognitive strategy. However, there were slight but significant positive relationships between meta-knowledge and tasks of pragmatic competence and compensation and affective strategies and no relationships between meta-knowledge and tasks of pragmatic competence and social, affective and compensation strategies.

scholarly journals THE CORRELATION BETWEEN LANGUAGE LEARNING STRATEGIES WITH STUDENTS’ PROFICIENCY

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Dwita Laksmita Rachmawati
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Proficiency ◽  
Mother Tongue ◽  
First Grade ◽  
Metacognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
First Semester ◽  
Learning English

Nowadays, people in Indonesia begin to improve their English ability by learning English both in school and informal institution. Because learning English is different from learning our mother tongue which are completely different in their spelling, pronunciation, and grammar, people have to learn words with strategies to make it easier. Because of that reason, the researcher is interested to investigate the degree of the use of language learning strategies and to find out whether there are any correlation between six categories of language learning strategies used by the students of the first grade at acceleration class of SMA Negeri 5 Malang and their English proficiency. The approach of this study is quantitative related with statistical approach. The population of this research were 60 students on ten grades at acceleration program, senior high school 5, Malang. The data about the strategies that the students used were obtained from Strategy Inventory for Language Learning (SILL) questionnaire completed by the students and their school grade report of the first semester. The result shows that the use of overall language learning strategies falls into medium level. Specifically, the students prefer to use social strategies as the most frequently used, followed by memory, cognitive, affective, metacognitive and compensation strategies. A positive sufficient correlation is found between metacognitive strategies and English proficiency. This sufficient correlation can be examined by looking at the context since English is used as the foreign language in Indonesia. In sum, the students of the first grade at acceleration class are the moderate users of overall language learning strategies. Metacognitive strategies are found as the strategies that correlate with students’ proficiency. Therefore, the teachers of acceleration class should introduce and promote more about the metacognitive strategies to their students in order to increase English proficiency. The researcher also suggest for the readers, especially learners to apply metacognitive strategies because it can improve language skill. Keywords – Language Learning Strategies

scholarly journals An Analysis on The Students’ Language Learning Strategies in Learning English

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Sulaiman Sulaiman Sulaiman
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Average Score ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Low Level ◽  
Design Activities ◽  
High Level ◽  
Learning English

<p align="center">Abstract</p><p>This study revealed the students’ language learning strategies in learning English. This study conducted on descriptive design which used quantitative approach to analyze the data. Therefore, the data is collected through Strategy Inventory for Language Learning (SILL) Questionnaire. The populations in this research were 116 students, while 90 of them were used as sample. The researcher uses purposive sampling as the technique sampling to select the sample.</p><p>The findings of the language learning strategies used by the students with high level of achievement and the students with low level of achievement are the students with high level of achievement is better than students with low level of achievement in the use of language learning strategies because they have higher average score in the use of six strategies, namely memory, cognitive, compensation, metacognitive, affective and social strategies. The finding of the use of language learning strategies by female and male students are female students is better in the use of language learning strategies because they get higher average score.</p><p>The teachers should be equipped with a lot of strategies that they will be able to propose to students so that they can deal with difficult academic task. The teachers should design activities that the students use a variety of strategies and after the completion of the task they should held a discussion session with students about the strategies that they use, whether these strategies proved to be useful or not. In his way, the teachers have opportunity to see the success each students in the use of the strategies, the students will be able to see what their appropriate strategies use. Thus, they will be given the opportunity to make self  evaluation, decide which is better for them or learn an alternative way of doing a particular task.</p><p>Keyword: Language, Second Language Acquisition, Language Learning Strategies.</p>

A comparative study on learning strategies used by Australian CFL and Chinese EFL learners

2016 ◽  
Vol 5 (2) ◽  
pp. 213-239 ◽  
Author(s):  
Wenying Jiang ◽  
Qingyu Wu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Target Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Grade Levels ◽  
Significant Difference ◽  
Four Levels

AbstractThis study compared language learning strategies used by Chinese as a foreign language (CFL) learners in Australia and English as a foreign language (EFL) learners in China through Oxford’s (1990. Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.) Strategy Inventory of Language Learning (SILL) questionnaire survey. Two cohorts of learners, namely Australian CFL learners (N=101) and Chinese EFL learners (N=100), participated in this study. It was found that the most frequently used strategies by the Chinese EFL learners were compensation strategies and the least frequently used strategies were memory strategies while the most frequently used strategies by the Australian CFL learners were social strategies and the least frequently used strategies were affective strategies. Australian female learners used slightly more strategies than male learners, but no difference was found in the strategies used by the Chinese EFL male and female learners. No significant difference was found either in the strategies used by learners of different grade levels, regardless of whether they were Chinese EFL or Australian CFL learners. Scores of some individual categories significantly differed between the three levels of the Australian CFL learners and the four levels of the Chinese EFL learners. In general the Chinese EFL learners used more strategies when compared with those used by the Australian CFL learners. Pedagogical implications of the findings were also discussed. This study contributes to the research in language learning strategies in that it considers the typological distance between learners’ L1 and the target language for the first time. It also has clarified the seemingly inconsistent findings in the literature in terms of memory strategies use by Asian learners (Chinese learners in this case): when compared with other categories of strategies, memory strategies were used the least frequently by the Chinese EFL learners; when compared with learners from other cultural backgrounds such as the Australian or American, the Chinese EFL learners used memory strategies more frequently.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals INTERACTIONS AMONG LEARNING STYLES, LANGUAGE LEARNING STRATEGIES AND GENDER OF EFL LEARNERS

2020 ◽  
Vol 1 (01) ◽  
pp. 67-82
Author(s):  
Rizka Nurul Atika
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Visual Style ◽  
The Difference ◽  
Correlational Method ◽  
And Gender

Many studies have investigated isolated dimensions of learning styles (e.g. field independence/dependence) for their role in foreign language learning, but relatively few studies have used a comprehensive learning styles instrument to determine predictors of language learning strategies used by students. Hence, employing the descriptive and correlational method, this study aimed to identify students’ minor, major, and negligible learning styles, students’ usage of language learning strategies, the difference in the learning styles and language learning strategies based on gender, and the relationships among those three variables. A total of 30 students enrolling in the first year of senior high school were given two kinds of questionnaire, the Indonesian version of PLSQ and SILL. The result revealed gender differences only occurs in compensation strategy, in favor of female students. Furthermore, the correlational study revealed significant relationships between visual style and cognitive and metacognitive strategies; between auditory style and cognitive and compensation strategies. Moreover, social strategies are correlated with tactile, group, and individual styles. These findings are useful for both teacher and student to employ strategies suitable with their learning styles.

Sign in / Sign up

Export Citation Format

Share Document