scholarly journals Language learning strategies used by Indonesian learners in IELTS

2022 ◽  
Vol 9 (1) ◽  
pp. 62-77
Author(s):  
Juli Yanti Damanik
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Online Survey ◽  
Descriptive Analysis ◽  
T Test ◽  
Language Learning Strategies ◽  
High Stakes ◽  
The Difference ◽  
Learning English

This study investigated the frequently used language learning strategies (LLS) by Indonesian learners in learning English for a high-stakes exam, IELTS. In addition, differences in the LLS use among participants with different proficiency were examined. Using a quantitative approach, data were collected by using an online survey by utilizing Oxford’s Strategy Inventory for Language Learning (SILL) as the instrument. Sixty-one Indonesian adult learners who had taken IELTS were involved in this study. Their IELTS score indicated their proficiency levels. Data analysis was carried out using Statistical Package for Social Science (SPSS). It involved a descriptive analysis to find the frequency and an independent samples t-test to see the LLS use based on proficiency. The findings revealed that the participants used various LLS in learning English for IELTS. The most frequently used strategies were metacognitive, followed by cognitive, compensative, social, affective, and memory strategies. Meanwhile, the independent samples t-test showed that the difference in the LLS use among participants with different proficiency was not noticeable. Reflecting on the results, it is proposed that English teachers in Indonesia may start growing their learners’ awareness of LLS benefits and teach them to use them properly in their learning English for IELTS.

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 ENGLISH LANGUAGE LEARNING STRATEGIES: AN EXPLORATORY STUDY OF MANAGEMENT AND ENGINEERING STUDENTS

2018 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Berlinda Mandasari ◽  
Lulud Oktaviani
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Descriptive Analysis ◽  
Formal Context ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Study Program ◽  
Learning English

Learning English as a foreign language, especially in a formal context, leads the students to have their own strategy in order to achieve the objective of learning. The strategy is considered as a helpful way to learn English better. After all, every student has their own strategy in learning. Thus, this study presents an exploration of English language learning strategies used by management and engineering students of Universitas Teknokrat Indonesia (UTI). Subjects of the research were 70 students who take English for Business (EFB) subject majoring management and engineering study program. Data were collected through questionnaire and interview. Data were then analyzed by using descriptive analysis. The result of this study gained a platform of learning strategies used by students. As a result, Management and Engineering students showed almost the same strategy in learning English in a class.

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.

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.

Investigating education students’ language learning beliefs and motivation for learning English

2021 ◽  
Vol 54 (1) ◽  
pp. 95-121
Author(s):  
PraysGod Mhlongo ◽  
Colleen Du Plessis ◽  
Albert Weideman
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Intermediate Phase ◽  
Language Learning Strategies ◽  
Education Students ◽  
Learning Beliefs ◽  
Motivation For Learning ◽  
Language Learning Beliefs ◽  
Learning English

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase  educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a  cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum. Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies 

scholarly journals Learning English in the elderly: an analysis of motivational factors and language learning strategies

2017 ◽  
Vol 8 (2) ◽  
pp. 234 ◽  
Author(s):  
Vítor Romário Monticelli Garcia
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
The Elderly ◽  
Motivational Factors ◽  
Placement Test ◽  
Language Learning Strategies ◽  
Language Strategies ◽  
Learning English

This study investigates motivational factors and language learning strategies involved in the process of learning English as a Foreign Language (EFL) in the elderly. The taxonomy of strategies developed by Oxford (1990) is adopted, as well as discussions on motivation in language learning. Twenty-five (25) elderly students participated in this research. Three instruments were administered for data collection, (i) a placement test; (ii) a background questionnaire; (iii) and a translated version of the Strategy Inventory for Language Learning (SILL), proposed by Oxford (1990). Results identified 11 strategies used more frequently, most of them metacognitive strategies. Results also show that learning English, travelling, and socializing are motivational factors in this group. This paper may contribute to researchers and to English teachers and elderly students by shedding some light on features of EFL learning in the elderly regarding language strategies and motivational aspects.

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 Identifying Young Learners’ Language Learning Strategies in Learning English Vocabulary

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Catherine Wong Hui Tiing ◽  
Poh Phui Chan ◽  
Hooi Sieng Liew ◽  
Madaline Niek Yai Wen ◽  
Sharvin Devi Mohan Raw ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Young Learners ◽  
Learning English

scholarly journals Fun Ways in Learning English

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Nurul An-nisa ◽  
Tono Suwartono
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
English Teachers ◽  
Learning Activities ◽  
Language Learning Strategies ◽  
Important Thing ◽  
Learning English

To some, learning English appears to be complicated. In the academic contexts, students still get difficulties in learning English. Teachers as educatorsshould be creative in choosing the best method to teach the language. Learning strategies that are less fun or arguably boring do not improve students’ English skills, instead will only make students feel bored and lazy to learn. The most important thing is that students enjoy every learning process as something fun. It can help the students feel comfortable during the learning process. Fun learning activities will have an impact on improving students’ English abilities naturally. It helps students to reduce pressure during learning. Therefore, the ways of learning must be designed and adapted to the needs of students. This paper is non-research based. It means that the paper is about author’s perspective of how to learn English in fun ways. This article enlists several fun ways in learning English. So, the students can find their enjoyment in learning English.Keywords: Fun, Learning English, Strategies, Method

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