scholarly journals Language Learning Strategies (LLS) Used by Malaysian, Pakistani, and Italian ESL Learners: Comparing to Indonesian EFL Learners

2020 ◽  
Vol 2 (2) ◽  
pp. 87
Author(s):  
Hanan Imtinani Fathiyah ◽  
Azira Nafisah Amiruddin ◽  
Faizan Khan ◽  
Federica Venzano
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Target Language ◽  
Esl Students ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
To Come ◽  
Esl Learners ◽  
Linguistic Backgrounds

This study deals with a review of the problematic approach in selecting Language Learning Strategies (LLS) due to the misleading the characteristics of English. Along with the purpose, this paper seeks to compare the differences between cultural and linguistic backgrounds of Indonesian EFL with Malaysian, Pakistani, and Italian ESL students’ Language Learning Strategy. In addition, this review also aims to know the Language Learning Strategy used by other ESL countries and to become the main purchase of this study to evaluate Indonesian’ Language Learning Strategy. In Indonesia, English becomes a foreign language where it is not an official language and has limited language input. Whereas, as we already know, English is a common subject learning for most people in Indonesia. This is due to the high interest and need for mastering English in various aspects. In learning English as a target language, people not only need to master their knowledge, but also the need for better and useful communicative competence in use. However, the need to come up with some appropriate teaching strategies becomes an important factor to achieve their goals.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

scholarly journals Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296

2019 ◽  
Vol 9 (4) ◽  
pp. 745-753
Author(s):  
Olga Trendak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Skills ◽  
Strategy Instruction ◽  
Language Learning Strategies ◽  
Valuable Contribution ◽  
Language Learning Strategy ◽  
Language Classroom ◽  
New Directions

The book Learning Strategy Instruction in the Language Classroom: Issues and Implementation, edited by Anna Uhl Chamot and Vee Harris, touches upon crucial issues pertaining to language learning strategies (LLS) and language learning strategy instruction (LLSI), both from a theoretical and practical perspective. All the contributors to the volume are specialists with considerable expertise in the field of LLS and LLSI, which makes the book an informative and inspirational read. The authors look at the concept of strategy instruction from different perspectives, meticulously not only investigating various LLSI models, taking account of “learner needs and settings and particular language skills,” but also “considering curricula, materials, teachers roles, the ways in which scaffolding is enacted in the classrooms” (p. viii). Since the volume adeptly combines research into LLSI with its theoretical aspects and complexities, it will prove useful to practitioners and researchers alike. Delineating new directions in the field of LLSI, the edited collection is undoubtedly a valuable contribution to ongoing discussions about LLSI and its implementation in the classroom.

scholarly journals LEARNING STYLE AND LANGUAGE LEARNING STRATEGIES OF STUDENTS FROM VARIOUS ETHNICS IN INDONESIA

2020 ◽  
Vol 39 (2) ◽  
pp. 480-492
Author(s):  
Bonifasius Widharyanto ◽  
Heribertus Binawan
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
The Third ◽  
First Finding ◽  
Language Learning Strategy

Learning styles, language learning strategies, and ethnicity are three important factors in language learning. The information about these three things is very useful for language teachers to prepare and implement effective language learning. This study was conducted to describe the students ' learning style and language learning strategy and to know the similarities/differences from the two elements of Java, Papua, Flores, Dayak, and Batak ethnics. A number of 175 participants were involved in the study. Research data were obtained through the Fleming's learning VARK questionnaire and a language learning strategy questionnaire from Oxford. The results of the two questionnaires were analyzed to determine the type of learning style and language learning strategy. The first finding suggests that the main learning styles of students from the five ethnics are variants [aural] and [kinesthetic] including variations in bimodal, and trimodal. The second finding shows that the major language learning strategy is metacognitive and affective. The third finding reveals some similarities and unique differences in their learning style and learning strategy.

Situating Language Learning Strategy Use

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes.

Language Learning Strategies: Is the Baby Still in the Bathwater?

2019 ◽  
Vol 41 (4) ◽  
pp. 607-611 ◽  
Author(s):  
Carol Griffiths
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research Methodology ◽  
Learning Strategy ◽  
Self Regulation ◽  
Language Learning Strategies ◽  
Strategy Research ◽  
Current Opinion ◽  
Language Learning Strategy ◽  
The Subject

Abstract When it was suggested that the concept of self-regulation should replace the language learning strategy concept early in the new millennium, there were fears that strategy research had come to an end. Nevertheless, research, debate, and publication on the subject have continued. Although some issues remain (especially regarding definition, underpinning theory, classification, and research methodology), current opinion tends to suggest that language learning strategies remain vibrant and compatible with self-regulation. This article discusses the controversies and concludes by arguing for the need to acknowledge diversity and to engage in productive debate.

scholarly journals Language learning strategies employed by higher and lower achieving students in learning speaking

2021 ◽  
Vol 12 (2) ◽  
pp. 301-319
Author(s):  
Suci Rahmi Amjusfa ◽  
Burhanuddin Yasin ◽  
Kismullah Abdul Muthalib
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
The Other ◽  
Learning Activities ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Speaking Skill ◽  
The Impact

The objectives of this research were to find out the types of language learning strategies employed by higher and lower achieving students on speaking skill and to find out the impacts of language learning strategies employed by them. A questionnaire was used as the instrument of this study. The sample of this research were 82 students who were chosen based on the criteria: (1) the students already passed all the Speaking I to IV classes, (2) the students consist of higher achieving students (score ≥B) and lower achieving students (score ≤C), and (3) the students allowed the researcher to obtain their speaking scores. Thus, purposive sampling was used here. In this research, the researcher used Strategy Inventory for Language Learning (SILL) by Oxford (2003) to determine the students’ language learning strategy. The result revealed that the higher achieving students used memory, cognitive, compensation, metacognitive, affective, and social strategies in learning speaking. On the other hand, the lower achieving students generally did not use the learning strategies in their learning activities. Therefore, as the impact of this learning habit, they do not possess a good speaking ability and achieve low scores in speaking class.

scholarly journals Language Learning Strategies: A Comparative Study of Young and Adolescent Cambodian Learners

2019 ◽  
Vol 1 (2) ◽  
pp. 34-45
Author(s):  
Davut Nhem
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Social Contexts ◽  
Language Learner ◽  
Language Learning Strategies ◽  
Young Learners ◽  
Language Learning Strategy

Various aspects of second language learning such as motivation, social contexts, personality, learning styles or learning strategies should be taken into consideration when it comes to teaching and learning a new language. in this respect, one of the most overlooked factors is a language learning strategy. Language learners should be aware of “how to learn a language” to be a successful language learner. As language learning strategy has been recognized as the important factor in learning a second language (O'Malley & Chamot, 1990; and Oxford, 1990), this study therefore investigated language learning strategies employed by young and adolescent learners of English in Cambodia context. The data were collected through a questionnaire, developed by Oxford (1990) from 152 students. The findings showed that students mostly used cognitive, metacognitive and social strategies. In addition, when examining if young learners use different learning strategies from adolescent learners, no statistical difference was found, except for two learning strategies, namely, cognitive and compensation strategies used more frequently by young learners.

scholarly journals A Study of Language Learning Strategy Use among Indonesian EFL University Students

2020 ◽  
Vol 13 (2) ◽  
pp. 231-256
Author(s):  
Agus Rianto
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Foreign Language Learning ◽  
Language Learning Strategies ◽  
Social Strategy ◽  
Language Learning Strategy ◽  
Efl Learning

This study investigated the use of language learning strategies among 329 Indonesian undergraduate students in their English as foreign language learning. The Strategy Inventory for Language Learning (SILL) Version 7.0 for ESL/EFL learners developed by Oxford was employed to measure the students’ EFL learning strategies based on gender, study program, and English proficiency differences. A descriptive analysis and an independent t-test were used to analyze the collected data. The findings showed that the female, the social science, and the higher English proficiency students used overall language learning strategies more frequently in their EFL learning. Metacognitive was the strategy category most used by the students and compensation was the least used one. The memory, cognitive, metacognitive, affective, and social strategy categories were used at a high level and the compensation strategy category, at a moderate level. Although there were significant differences in the use of overall strategy and strategy categories between males and females and between social science and science students, no significant differences were found in use between students with lower and higher English proficiency. The findings had several practical implications in the process of EFL learning, especially in the higher education context. Keywords: Language Learning Strategy, English Proficiency, Gender, SILL, Study Programs

scholarly journals Language Learning Strategies of Non-Muslim Students Applied to Arabic Language Course Inside and Outside the Classroom

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Zamri Arifin ◽  
Nur Khadijah Abu Bakar ◽  
Zaharom Ridzwan ◽  
Ezad Azraai Jamsari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Arabic Language ◽  
Target Language ◽  
Muslim Students ◽  
Law Faculty ◽  
Language Learning Strategy ◽  
The Law

Students of foreign language require prior exposure to language learning strategy so that each of them positively perceives the target language. Thus, this research is conducted to identify the Arabic language learning strategy used by non-Muslim students in and outside the classroom. Research respondents comprise 37 non-Muslim students of the Law Faculty of Universiti Kebangsaan Malaysia (UKM). Arabic language course SKVA2552 Preparatory Arabic Course for the Law Faculty is compulsory for all non-Muslim students in the first semester of the Bachelor of Law program at the Law Faculty in UKM. This research uses a questionnaire instrument based on the model theory of language learning strategy by Embi (2000). Research shows that all non-Muslim students who take the course do not know the basics of Arabic language and comprise of diverse races and ethnicity. Non-Muslim students prefer to use the learning strategy while in the classroom learning process rather than outside the classroom, with the highest mean value and standard deviation (mean=3.24; p=0.863) for item B7 ‘I request my friends to re-explain if I don’t understand the teacher’s explanation on the Arabic language’. Therefore, this research basically evaluates the teaching and learning process (TL) of Arabic language among non-Muslim students to make it more approachable. The research implies that the basic Arabic language module can be purified to be simpler based on the target scope of non-Muslim students to improve Arabic language achievement for adjusting the course to be compulsory at the level of the entire university.

scholarly journals An Investigation of Language-Learning Strategies in a Blogging Task

2017 ◽  
Vol 47 (1) ◽  
pp. 58-80
Author(s):  
María Isabel Charle Poza
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Monitoring And Evaluation ◽  
Previous Knowledge ◽  
Language Learning Strategies ◽  
Task Strategy ◽  
Language Learning Strategy ◽  
Research Students

This study sought to identify the language-learning strategies employed by learners of Spanish while posting entries to a class blog. The project consisted of the development of a blogging activity and its implementation in an Intermediate Spanish course. In accordance with the literature’s recommendations about language-learning-strategy assessment, the study employed an actual-task strategy questionnaire which included open-ended questions, along with a checklist to identify the strategies used by participants while completing the blogging task. The analysis of the data revealed that participants employed a variety of strategies while posting their entries to the class blog. The most prevalent was the use of previous knowledge, which was mainly reflected in the choice of topic for blog entries made by participants. Participants also used the task-based strategy of re-wording and rephrasing to simplify the language and turned to available resources such as a Spanish-English dictionary, their textbook, the Internet, and help from friends or classmates. Additionally, participants used the metacognitive strategies of monitoring and evaluation to ensure the quality of their posts, coupled with the task-based strategy of applying general grammatical rules to specific blogging problems. Finally, the data analysis revealed that, contrary to the findings of previous research, students had some awareness of the existence of strategies that they could use to facilitate the blogging task.

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