scholarly journals Washback Impact of the MUET: The Before and After Effect of a High-stake University English Test in Malaysia

2021 ◽  
Vol 20 (8) ◽  
pp. 1-17
Author(s):  
Najihah Mahmud ◽  
Nor Hazwani Munirah Lateh ◽  
Nazirah Mahmud ◽  
Ariezal Afzan Hassan ◽  
Amaal Fadhlini Mohamed ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
High Stake ◽  
High Stakes ◽  
Course Of Action ◽  
Student Interview ◽  
Before And After ◽  
Student Questionnaire ◽  
The Impact

This study seeks to explore the washback effect of the Malaysian University English Test (MUET), a high-stakes compulsory university entry test in the context of Malaysia. As simple and linear as it commonly appears, washback has been found to be far more complex than simply looking at the impact that a test might or might not have on the stakeholders. Therefore, this study aims to fill in this knowledge gap by systematically re-examining the beliefs on washback by investigating the relationship between the students’ perceptions of the MUET in terms of its importance and difficulty, with their language learning strategies whilst preparing for the test and after sitting the test. Using a mixed methods approach, a student questionnaire and student interview were utilised to elicit data from 30 male and 46 female students. The students were further divided into two groups, specifically those who were preparing for the MUET and those who had already sat the MUET. The findings suggest that preparing for the MUET encouraged the students to utilise a certain language learning strategy more compared to the others, specifically focusing on language skills that had not been formally tested before. Although the students’ perception did not significantly shape the students’ course of action when preparing for the test, it still had an impact on their overall view of the whole test-taking matter. This study is intended to add more insights to the less explored areas of washback, specifically the students’ perceptions and washback over time.

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 The impact of collaborative instruction of language learning strategies on language learning beliefs and learner autonomy

XLinguae ◽  
2020 ◽  
Vol 13 (4) ◽  
pp. 216-234
Author(s):  
Fatemeh Khonamri ◽  
Martina Pavlikova ◽  
Fatemeh Ansari ◽  
Natalia L. Sokolova ◽  
Andrey V. Korzhuev ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learner Autonomy ◽  
Language Learning Strategies ◽  
Learning Beliefs ◽  
Cognitive Framework ◽  
Language Learning Beliefs ◽  
The University ◽  
The Impact

Research on the relationship among language learning strategy, language learning beliefs and autonomy abounds in the literature. However, few studies have explored the possibility of promoting learners’ autonomy and changing their beliefs through instructing language learning strategies in a collaborative manner. In addition, most of the earlier investigations have been carried out through purely cognitive or sociocultural perspectives employing solely quantitative or qualitative methods. Using a socio-cognitive framework, the present study aimed at first, identifying the relationships among language learning beliefs, language learning strategies, and learner autonomy; and second, investigating the role of collaboration in using language learning strategies that would eventually lead to autonomy and change of beliefs. To collect data, a mixed-method design was applied. An autonomy questionnaire, Horwitz's BALLI (Beliefs about Language Learning Inventory, 1987) and Oxford's SILL (Strategy Inventory for Language Learning, 1990) were given to177 EFL learners at the University of Mazandaran in Iran. To supplement the quantitative data with qualitative data, negotiated interviews and the learners' selfreflection notes were used. The analysis was done using paired sample T-tests, SEM and also content analysis. The findings revealed that language learning beliefs affected the learners' autonomy through the mediation of language learning strategies. However, the instruction of the strategies did not have any effects on the learners' autonomy but it helped in changing their language learning beliefs. The qualitative analysis also led to identifying some categories, subcategories and their relationships to and effects on each other.

scholarly journals Learner Effectiveness: A Cause of Learner Strategy Use?

2018 ◽  
Vol 6 (4) ◽  
pp. 1
Author(s):  
Mohammadreza Yousefi Halvaei ◽  
Ali Akbar Ansarin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Graduate Program ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Learner Differences ◽  
The Impact

The study of the individual learner differences including learner effectiveness has been a genuine concern for second language researchers. The present study strived to examine the impact of learner effectiveness on the language learners’ learning strategy use. According to this purpose, first, the researchers developed the two-part 40-item learning strategy questionnaire of the study according to the strategy questionnaire developed by Wong and Nunan (2011). Second, they selected 441 students (224 male & 217 female) studying at the first year of their graduate program at universities in East Azerbaijan Province (Iran) as the participants of the study. Third, they administered the questionnaire of the study to the chosen participants and asked them to complete it. Finally, the researchers employed the chi-square test to analyze the collected data of the study. Based on the results of the study, there were significant differences between the more effective and less effective EFL learners’ use of language learning strategies. On the basis of these results, it was argued that the syllabus designers should include specific parts in the teaching materials of the EFL classrooms in which the learners become familiar with various learning strategies and are trained to employ the most efficient strategies for the performance of language learning tasks. Similarly, it was pointed out that the EFL teachers should familiarize their learners with the diverse language learning strategies and their predominant role in the process of second language acquisition.

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN TASK BASED LANGUAGE LEARNING DALAM MENINGKATKAN KETERAMPILAN MENULIS TEKS DESKRIPTIF BAHASA PERANCIS

2020 ◽  
Vol 19 (2) ◽  
pp. 245-254
Author(s):  
Dinan Anshary ◽  
Yadi Mulyadi ◽  
Yuliarti Mutiarsih
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Writing Skills ◽  
Average Score ◽  
Average Value ◽  
Before And After ◽  
Post Test ◽  
Text Writing

 Today there are so many learning strategies to support teaching and learning activities. One of the learning strategies that can be applied in writing skills is Task Based Language Learning. This research aims to measure the level of student mastery of descriptive text writing skills before and after the use of Task Based Language Learning strategies; measure the effectiveness of the implementation of Task Based Language Learning, and; obtain information about the implementation of Task Based Language Learning. The method used in this research was a pre-experimental. Meanwhile, the research design was one group pre-test and post-test design. The research findings explained that the use of Task Based Language Learning can improve students’s descriptive text writing skills. This is proven by an increase in the average value obtained by students. The average score in the pre-test was 60.8 while the post-test average score increased by 74.88. Then based on the overall questionnaire data analysis, the application of this learning strategy contributed positively to the learning of descriptive French writing skills.

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.

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.

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.

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

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.

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.  

Sign in / Sign up

Export Citation Format

Share Document