Application of cognitive and metacognitive learning strategies in teaching of economic discourse in the target english language

2021 ◽  
pp. e021110
Author(s):  
Olga Dzhagatspanyan ◽  
Elena Madinyan
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Cognitive Strategies ◽  
Target Language ◽  
Survey Analysis ◽  
Language Learning Strategies ◽  
Economic Discourse ◽  
Discourse Teaching

The article surveys cognition and metacognition as a strain of language learning strategies and illustrates the significance of comprising them in the teaching of economic discourse. The research's relevance is that metacognitive and cognitive strategies have not been thoroughly researched and analyzed in the economic discourse teaching process. The paper aims to identify techniques that apply metacognitive and cognitive strategies to make the economic discourse learning process more accessible and enthralling. The work identifies the percentage of favorable results of involvement language learning strategies into the economic discourse learning process. We recognize the importance and necessity of using metacognition and cognition in knowledge obtaining procedure using traditional and nontraditional teaching methods. Evaluating the economic faculty students' English studies in the character of the target language, we denote the significant factors that the use of the learning strategies helps them find the most objective formula for comprehension of any phenomenon individually. The survey analysis shows that the classes retraining metacognitive and cognitive language learning strategies are more captivating for the students and evoke an eloquent comprehension of any issue. The use of metacognitive and cognitive teaching techniques makes a complete cognition of the phenomenon that can even be unclear in the native language.

scholarly journals The Relationship between Language Learning Strategies and Lexical Complexity Measures

2021 ◽  
pp. 37-52
Author(s):  
Ervin Kovacevic
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
English For Academic Purposes ◽  
Language Learning Strategies ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
The Relationship

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

2020 ◽  
pp. 83-99
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Abdu Al-kadi ◽  
Ali Abbas Falah Alzubi ◽  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Technology Enhanced Learning ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
And Gender

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty

2013 ◽  
Vol 477-478 ◽  
pp. 1541-1544
Author(s):  
Yong Hong Sun ◽  
Xiao Wei Jiang ◽  
Ling Zheng ◽  
Xiang Dong Xu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Quantitative Research Methods

This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strategies, Affective strategies and Social strategies, and they generally do not use Memory strategies.

scholarly journals Learning Strategies in Speaking Skill Applied by A Student in Second Grade of SMK Pelita Nusantara Kediri

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Diani Nurhajati ◽  
Alfianti Azizah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Target Language ◽  
Second Grade ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Speaking Skill ◽  
Asking Questions

Most of the students get difficulties when they want to communicate to others. It is caused many factors including the limited students’ vocabularies, pronunciation, the idea that they are delivered, and knowledge of grammar. To increase the students’ speaking ability, they usually apply certain strategies in learning. This research aims to investigate what strategies and how they are applied to solve the difficulties in speaking and increasing the ability of speaking.The subject of research is a student in second grade of SMK Pelita Nusantara Kediri. She is the best student of second grade and she always gets the best ranking. The writer did some observations and interview to get the data. There are two kinds of learning strategies that applied; they are direct strategies and indirect strategies. Direct strategies are language learning strategies that directly involve the target language, and indirect strategies are language learning strategies that support and manage language learning without directly involving the target language. Direct strategies that are applied are memory strategies that reflect very simple principles such as arranging things in order, making association, and reviewing, cognitive strategies that most important strategies are practicing, and compensation strategies which intended to make up for an adequate repertoire of grammar and, especially, of vocabularies. In indirect strategies that are applied are metacognitive strategies which provide a way for learners to coordinate their own learning process, affective strategies that help to regulate emotions, motivations, and attitudes, and social strategies that can help all learners increase their ability to empathize by developing culture understanding and becoming aware of others’ thoughts and feelings.It can be found that the strategies mostly  used were cognitive strategies and social strategies. Cognitive strategy used was practicing by repeating, recognizing and using formula and patterns, and practicing naturalistically. Social strategies used were asking questions and cooperating with others.

scholarly journals A Case Study of English Language Learning Strategies used by Engineering Students in Malaysia

2022 ◽  
Vol 7 (1) ◽  
pp. 261-269
Author(s):  
Nurul Ain Othman ◽  
Mimi Nahariah Azwani Mohamed ◽  
Nor Fadhilah Ahmad Powzi ◽  
Suzilla Jamari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Cognitive Strategies ◽  
Language Learning Strategies ◽  
The Social ◽  
Group Interviews ◽  
University Undergraduates

The aim of this paper is to investigate the language learning strategies employed by 22 technical university undergraduates in Malaysia, particularly in oral presentation skills. The study employed focus group interviews and the data gathered were recorded, transcribed and analysed thematically based on O'Malley and Chamot's (1990) taxonomy. The findings showed that the participants used more metacognitive and cognitive strategies compared to the social and affective strategies. The study highlights that students' preferred language learning strategies may not always be effective. Hence, educators have to identify effective language learning strategies for their students and scaffold students' learning into using appropriate strategies.

scholarly journals PREFERENCE IN LANGUAGE LEARNING STRATEGIES (LLS) OF THE STUDENTS IN THE ENGLISH LANGUAGE EDUCATION DEPARTMENT AT THE UNIVERSITY OF MUHAMMADIYAH JEMBER

2020 ◽  
Vol 5 (1) ◽  
pp. 61-72
Author(s):  
Taufik Hidayah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Language Education ◽  
High Rate ◽  
Language Learning Strategies ◽  
English Language Education ◽  
The University

          The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their own strengths  and weaknesses in skills and content courses  and self-regulate learning so as to make progress with teachers’ assistance. Keywords:  language learning strategies  (LLS);  Strategy Inventory of Language Learning (SILL);  memory strategies; cognitive strategies; metacognitive strategies; socio-affective strategies; compensation strategies.  

scholarly journals English Language Learning Strategies used by Science Students

2019 ◽  
Vol 8 (1) ◽  
pp. 16-36
Author(s):  
Nur Afni Syamaun ◽  
Usman Kasim ◽  
Asnawi Muslem
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Skills ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Boarding School ◽  
Science Students ◽  
Social Strategies ◽  
Language Learning Strategies

Learning strategies are ways employed by learners to enhance their learning. An active use of language learning strategies helps learners in control of their own learning by developing language skills, increasing confidence, and motivation in learning process. This study aims to investigate the dominant language learning strategies used by science students. It focused on listening, speaking, reading, and writing strategies that was studied using descriptive qualitative method. The subjects of this study were 56 eleventh-grade science students from the senior high boarding school of Darul Ikhsan. The questionnaire developed by Rubin and Thompson (1994) was distributed and the data was analyzed by looking at the highest frequency of students’ choice. The results indicated that the students employed cognitive strategies, metacognitive strategies, affective strategies, compensation strategies, and social strategies. However, the students used dominantly cognitive learning strategies across the four language skills. The findings recommended that students should be trained to use learning strategies properly. In addition, English teachers should consider the learners’ strategies by asking their intentions and use appropriate teaching methods.

scholarly journals The Application Of Language Learning Strategies In Japanese Language Learning

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
S F Lensun
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Scientific Data ◽  
Language Learning Strategies

The Educators must place their students as people who naturally have experience, knowledge, desires, and thoughts that can be used to learn, both individually and in groups. All language learning strategies have the main goal of increasing one's ability to speak. The choice of teaching and learning strategies language learning strategies must be based on the consideration of placing students as subjects of learning who not only passively accept what is conveyed by educators. Teaching Japanese especially kanji using various learning strategies makes it easy for Japanese learners especially in learning Japanese letters/starch. Language learning strategies/learning strategies used are direct strategies and indirect strategies. Direct Strategy is a strategy that is directly related to foreign language learning. That is directly related to language in various tasks and situations, consisting of (1) memory strategies, (2) cognitive strategies, and (3) compensation strategies. Indirect Strategies in language learning are strategies that indirectly support language learning through ways such as the focus of learning, planning, assessment, acquiring learning opportunities, avoiding anxiety in learning, working with others. This strategy consists of three elements, namely (1) metacognitive strategies that are tasked with coordinating the learning process, (2) affective strategies that are in charge of regulating emotions, and (3) social strategies that are tasked with fostering cooperation with others in the learning process. This study aims to obtain scientific data the process of increasing mastery of Japanese letters/kanji by applying Language learning strategies direct strategies and indirect strategies. The method used in this study is an action research method. Data from the research results were analyzed qualitatively and quantitatively. Referring to the model developed by Kemmis and Mc. Taggart is a spiral model. The research method used is the method of Action research with four steps, namely (planning, implementation, observation, and reflection). Use of the application of Language Learning Strategies in Kanji learning among others: (1) the development of writing and Kanji reading skills through meaningful learning experiences, (2) Kanji learning is more systematic and creative both individually and in collaboration with friendsKeywords: Language, learning, strategies, Kanji

A Survey of Learning Strategies for Engineering Students with Different Personality

2014 ◽  
Vol 1065-1069 ◽  
pp. 2445-2448
Author(s):  
Yong Hong Sun ◽  
Fei Xiao ◽  
Xiao Wei Jiang ◽  
Yan Liu
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Cognitive Strategies ◽  
English Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Medium Level ◽  
Better Than

The study aims to find out similarities or differences of learning strategies used by introvert and extrovert students in the process of learning English language. The survey instrument included a questionnaire and all the participants are engineering students in Changchun University. There are altogether 32 valid questionnaires, including 15 introvert students and 17 extrovert students. The results show that both introvert students and extrovert students of engineering sometimes use the English language learning strategies at medium level. Introvert students use compensation strategies better than extrovert students. Extrovert students use memory strategies, metacognitive strategies and social strategies better than introvert students. Both introvert students and extrovert students equally employ cognitive strategies and affective strategies.

scholarly journals Academic Literacy of Efl Arab Postgraduate Student at The National University of Malaysia

2021 ◽  
Author(s):  
Abdullah A. Almadhady
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
Academic Literacy ◽  
Target Language ◽  
Current Status ◽  
Postgraduate Student ◽  
Language Learning Strategies

Abstract The study identifies the language learning strategies used by Arab postgraduate student at University Kebangsaan Malaysia (UKM) in order to master the English language required for postgraduate study. The study attempted to provide a deeper understanding of how an EFL learner employs strategies and practices to overcome the challenges of English language learning in nonnative context for academic purposes. The findings of the study give insight to the challenges of learning English in nonnative environments and ways in which individuals overcome the limitations of successfully acquiring the language. The study traces the English language development of the case study from his initial introduction to the target language to the current status and level of his English proficiency. The research paradigm method used is a case study method which allows for an in depth explication of the selected case. The strategy inventory of language learning SILL Oxford's (1990) was used as an instrument in addition to the interview with the case study. The research results revealed that the case study used all 6 types of language learning strategies which are categorized by Oxford (1990) most of the time. These strategies are; Memorization, Cognitive, Compensation, Metacognitive, Affective, and Social strategies. These strategies seems to have a direct relationship with the progress made in the level of English proficiency by the case study. Most significantly, the study implies that Arab students need to develop academic literacy skills in reading English texts to learn English and to involve socially in academic and social contexts. That is the case study however shown that it is possible to learn English through reading in English and also by social involvement.

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