scholarly journals Language Learning Strategies of EFL College Students

2017 ◽  
Vol 4 (1) ◽  
pp. 76-91
Author(s):  
Dewi Furwana
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Grade Point ◽  
Dominant Language ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
High Achieving ◽  
Efl College Students

The objectives of the research were (1) to investigate the most dominant language learning strategies (LLS) used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2) to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1) metacognitive strategies was the most dominant LLS used, and (2) the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1) the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2) the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students.

scholarly journals Language Learning Strategies (LLSs) and L2 motivation associated with L2 pronunciation development in pre-service teachers of English

2018 ◽  
pp. 193
Author(s):  
Mauricio Véliz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Structured Interview ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Mental Images ◽  
Case Study Methodology ◽  
L2 Motivation ◽  
Study Methodology

This study seeks to uncover the psychosocial mechanisms used by pre-serviceteachers of English with the purpose of developing an L2 phonological system,within a framework of language learning strategies (LLSs)The study makes use of a case study methodology and collects informationthrough a semi-structured interview, whose results are interpreted in light ofOxford’s (1990) taxonomy. The results corroborate to some extent findingsmade in previous studies, amongst which are: (i) ample use of indirectstrategies, amongst which metacognitive, planning and monitoring stand out;(ii) greater potential of metacognitive strategies when accompanied by use ofdirect strategies such as mental images, applying images and sounds, practising,analysing/reasoning, and paying attention; and (iii) the mobilisation power ofmotivation in connection with a strategy repertoire.

scholarly journals Female Students Use More Language Learning Strategies Than Male Students? - A Case Study of ESL Learners in a Macau Public University

2020 ◽  
Author(s):  
Don Yao
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Public University ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Memory Strategies ◽  
Gender Differentiation ◽  
Esl Learners

Abstract Language Learning Strategies (LLSs) as a pluralistic and pervasive strategic system (Yan & Zha, 2011, p. 1) always attaches great importance of Second Language Acquisition (SLA). Numerous researchers have been working on this topic since the 1970s. Also, since students differ from person to person in their adoption of learning strategies and the research on differences in individuals develops, the topic of gender differentiation has arisen in the LLSs. Research related to gender and LLSs has been brought to the forefront in the last three decades, and many studies have found that gender can have a significant impact on LLSs (Zafar, 2012, p. 640). In China, most of the previous studies in learning strategies have paid attention to age, motivation, aptitude, educational level, good language learners, etc. But not much has been done in terms of the perspective of gender. Also, as one of the special economic zones in China, researchers may neglect the importance of Macau for most of them have focused more on Hong Kong. This paper then investigated the use of LLSs by a group of ESL learners in a Macau public university. It emphasized the gender differences and aimed to find out how gender affected the use of LLSs. Quantitative research method was adopted in this paper. A total of 188 ESL learners (M = 92, F = 96) participated in this study. The instrument Oxford’s 50-item Strategy Inventory for Language Learning (SILL) questionnaire was used. In consideration of their English proficiency levels, Liao’s (2002) Chinese version of the SILL questionnaire was adopted so that it was easier for students to understand. Moreover, the statistical software SPSS 22.0 was used for statistical analysis. The major findings were that gender as a variable affected students’ strategy use with female students (`X = 3.26) more frequently used strategies than male students (`X = 3.22), and they both used metacognitive strategies the most (M:`X = 3.41; F: `X = 3.49) and memory strategies the least (M:`X = 3.01; F: `X = 3.11). In terms of gender and frequency of LLSs use, metacognitive strategies showed the strongest correlation (r = .88) and memory strategies showed the weakest (r = .64). To sum up, for students, they can learn English more efficiently and effectively with the guidance of proper learning strategies. And students with gender differentiation will use more useful strategies when learning a foreign language; For teachers, they can teach students with their actual needs with the help of learning strategies.

scholarly journals Language Learning Strategies Used by Students with Different Listening Achievement

2019 ◽  
Vol 8 (2) ◽  
pp. 120-127
Author(s):  
Lilik Alfuatin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Sampling Technique ◽  
Achievement Test ◽  
Metacognitive Strategies ◽  
High Achievement ◽  
Low Achievement ◽  
Language Learning Strategies ◽  
Convenience Sampling

The objective of this study was to describe the language learning strategies used by students with different listening achievement. Seventy students from two classes were chosen to participate in this study by using a convenience sampling technique. They were divided into three achievement groups based on the achievement group’s technique by Arikunto (2006). Listening achievement test and modified Strategy Inventory of Language Learning (SILL) questionnaire were used to collect data. The design of this research was descriptive quantitative. The study found that high, intermediate, and low achievement group used all six kinds of strategy. High achievement group used strategies more often than intermediate, and low achievement group. Metacognitive strategies were the most used strategies for high, intermediate, and low achievement group. In contrast, affective strategies were the least used strategies for high, and intermediate achievement group. Meanwhile, compensation was the least used strategy for low achievement group. 

scholarly journals Language Learning Strategies: Classification and Pedagogical Implication

2015 ◽  
Vol 12 (1) ◽  
pp. 15
Author(s):  
Ag. Bambang Setiyadi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Deep Level ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Surface Level ◽  
Gain Scores ◽  
Main Effects ◽  
Learning English

Many studies have been conducted to explore language learning strategies (Rubin, 1975, Naiman et.al., 1978; Fillmore, 1979; O'Malley et.al.,1985 and 1990; Politzer and Groarty, 1985; Prokop, 1989; Oxford, 1990; and Wenden, 1991). In the current study a total of 79 university students participating in a 3- month English course participated. This study attempted to explore what language learning strategies successful learners used and to what extent the strategies contributed to success in learning English in Indonesia. Factor analyses, accounting for 62.1%, 56.0%, 41.1% and 43.5% of the varianceof speaking, listening, reading and writing measures in the language learningstrategy questionnaire, suggested that the questionnaire constituted threeconstructs. The three constructs were named metacognitive strategies, deep level cognitive and surface level cognitive strategies. Regression analyses, performed using scales based on these factors revealed significant main effects for the use of the language learning strategies in learning English, constituting 43% of the variance in the posttest English achievement scores. An analysis of variance of the gain scores of the highest, middle, and the lowest groups of performers suggested a greater use of metacognitive strategies among successful learners and a greater use of surface level cognitive strategies among unsuccessful learners. Implications for the classroom and future re-search are also discussed.

scholarly journals BADANIE STRATEGII UCZENIA SIĘ W JĘZYKU DRUGIM I TRZECIM

Neofilolog ◽  
2018 ◽  
pp. 79-93
Author(s):  
Zuzanna Kiermasz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Metacognitive Strategies ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Research Project ◽  
Third Language ◽  
Research Tools

Although language learning strategies are a well-researched topic, there are still some aspects which need further investigation and one of these is the application of strategic devices in the second and third language. The following article seeks to compare how learners of two foreign languages use strategies and shows both differences and similarities between the application of strategic devices by presenting the results of a research project in which a questionnaire and an interview were used as the research tools. Strategies were found to be used more often when learning the L2 than during the process of learning the L3. Dissimilarities were observed in the specific types of strategies used, especially in the case of metacognitive strategies, while similarities were noted in the use of affective strategies.

On Learning Strategies for Engineering Design Specialty Students: A Comparative Study

2014 ◽  
Vol 584-586 ◽  
pp. 2735-2739
Author(s):  
Yong Hong Sun ◽  
Ling Zheng ◽  
Xiao Wei Jiang ◽  
Tian Shuo Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Memory Strategies

The main purpose of the research is to find out the similarities or differences in employing foreign language learning strategies between female students and male students of Engineering Design Specialty. The investigation instruments included a questionnaire and Statistical Product and Service Solutions. There are altogether 41 valid questionnaires. The results show that both female students and male students of Engineering Design Specialty sometimes use the foreign language learning strategies at medium level. Male students use memory strategies, metacognitive strategies and affective strategies more frequently than female students, while female students use compensation strategies more frequently than male students. There is no statistically significant difference between female students and male students in using both direct learning strategies and indirect learning strategies, including memory strategies, compensation strategies, metacognitive strategies, affective strategies.

scholarly journals The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 237-258
Author(s):  
Nurul Wahdah ◽  
Moh. Ainin ◽  
M. Abdul Hamid
Keyword(s):  
Language Learning ◽  
Personality Traits ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Arabic Language ◽  
Metacognitive Strategies ◽  
Openness To Experience ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
The Relationship

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia.  Eighty one students   were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and   the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and   openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3)  Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.

scholarly journals Revisiting the Use of Language Learning Strategies by University Freshmen in Taiwan

2019 ◽  
Vol 9 (5) ◽  
pp. 1
Author(s):  
Jia-Ying Lee
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Large Scale ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
First Year College ◽  
The Past ◽  
First Year College Students

This article reports a large-scale survey on the use of language learning strategies by first-year college students in Taiwan, with the aim of describing what language learning strategies they reported using and what strategic patterns were formed. A total of 199 non-English majors responded to a survey designed by Oxford (1990), namely, the Strategies Inventory for Language Learning (SILL) (Version 7.0). The results show that today’s language learners self-reported using the following SILL strategies in the following order of frequency: compensation strategies, metacognitive strategies, social strategies, memory strategies, cognitive strategies, and affective strategies. In addition, the results also demonstrate that three SILL categories used today were used differently in the past: affective strategies, metacognitive strategies, and compensation strategies. Moreover, it was also found that males and females these days had slightly different strategic patterns from one another in learning English and also used slightly different ones in the past.

scholarly journals Learning Strategies Preference of Iraqi EFL Learners

2021 ◽  
Vol 60 (4) ◽  
pp. 718-735
Author(s):  
Dr. Umer Alyas
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Total Sample ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Memory Strategies ◽  
Effective Strategies ◽  
Total Percentage ◽  
Frequency Of Use

The current study aims at investigating Iraqi EFL learners’ knowledge and preference of language learning strategies. Data are collected using two self-reported questionnaires; a background questionnaire and the Strategy Inventory for Language Learning (SILL, Oxford, 1990) with some modifications to meet the needs of this study. The following questions are asked: 1-Are students aware of the concept of LLS? 2- If yes, how much they know about it? 3- What are the kinds of LLS they employed in their learning? 4- What are their preferred strategies? The questionnaires are submitted to a total sample that consists of 77 students.  The results show that 80.5% of the students have no knowledge whatsoever about LLS. The rest of them (19.5%) shows confused and mixed information. Moreover, the metacognitive strategies are the most often used strategies with the highest “often” percentage of 53.1%. Next is the cognitive and memory strategies of 43.2% & 40.2 percentages respectively. These highest rates show the most preferred strategies used by the students in our department. As for the frequency of use, the metacognitive strategies are still the preferred and most frequently used with a total percentage of 92.6%. Memory strategies hold the second position with a total percentage of 90%. The rest shows the same range of frequency except the effective strategies that fall behind by approximately 10% to 15% less than the rest.

scholarly journals Cognitive and metacognitive strategies as predictors of language learning outcomes

Psihologija ◽  
2018 ◽  
Vol 51 (4) ◽  
pp. 489-505
Author(s):  
Katrin Saks ◽  
Äli Leijen
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Structural Equation ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Upper Secondary ◽  
Reported Data

Inconsistent findings in earlier research on language learning strategies and their relations with language proficiency motivated this deeper exploration of the effects language learning strategies have on learning outcomes. The aim of the study was to explore the potential effects of cognitive and metacognitive language learning strategies on learning outcomes. The investigation involved self-reported data from a sample of 269 final-year students of upper-secondary schools (aged 18.4) analysed with the results of the standardized English as a foreign language exam. The analysis revealed a linear relationship between language learning strategies and learning outcomes based on learners? perceptions. Structural equation modelling indicated that cognitive strategies have a direct effect on learning outcomes, whereas metacognitive strategies affect outcomes indirectly.

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