Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

2017 ◽  
Vol 87 (3) ◽  
pp. 544-582 ◽  
Author(s):  
Yuliya Ardasheva ◽  
Zhe Wang ◽  
Olusola O. Adesope ◽  
Jeffrey C. Valentine
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Learning Domains ◽  
Regulated Learning ◽  
Language Classrooms

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatment (e.g., delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language versus self-regulated learning domains. The overall results identify SI as a viable instructional tool for second/foreign language classrooms, highlight more effective SI design features, and suggest a need for a greater emphasis on self-regulated learning in SI interventions and research.

scholarly journals Self-regulated learning: Goal setting and self-monitoring

2013 ◽  
Vol 37 (4) ◽  
pp. 46 ◽  
Author(s):  
Marc Bloom
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Goal Setting ◽  
Learning Strategy ◽  
Motivation To Learn ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Regulated Learning ◽  
Practical Implications

The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications for teachers. 本論は、自己調整学習（SRL：Self-Regulated Learning）に焦点を当てたものである。自分の学習を調整するストラテジーを効果的に用いる学生は、より優れた学習成果を示し、問題解決により努力し、理解への障害を克服し、より明確な学習動機を持つ傾向がみられる（Zimmerman, 1990）。学生の自己調整の方法は幅広く多岐に富んでいるが、本論ではSRLの特定の3 つの型（目標設定、言語学習ストラテジーの用い方、セルフ・モニタリング）に焦点を当てた。この3種類についての各研究結果を調査し、更に教師に役立つ指導方法についても考察する。

scholarly journals How Should Teachers View Learner Code Switching in Second/ Foreign Language Classrooms?

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Sari Hidayati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Code Switching ◽  
Language Background ◽  
Language Learning Strategy ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Pedagogical Goals

This article aims to discuss functions of code switching in second and foreign language classrooms. The discussion focuses on learner (as opposed to teacher) code switching in classrooms in which the learners share the same language background. It explores the extent to which code switching plays the roles in enabling students to achieve the pedagogical goals. Also, it attempts to find the place of the functions in the notion of language learning strategy. For second language teaching and learning, the discussion is expected raise teachers’ awareness of the patterns and functions the code switching may have in the teaching and learning process. Therefore, the paper is specifically addressed to teachers of second or foreign language as it will expectedly widen the teachers’ horizon on the fact of code switching existing in language classrooms and help the teachers cope with the phenomenon.

16. Teacher Education for Language Learning Strategy Instruction: Approaches and Activities

2019 ◽  
pp. 243-261
Author(s):  
Anna Uhl Chamot ◽  
Vee Harris ◽  
Carol Griffiths ◽  
Pamela Gunning ◽  
Martha Nyikos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Language Learning Strategy

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 STUDENTS’ MOTIVATION IN DEVELOPING TRANSLATION COMPETENCE

2021 ◽  
Vol 2021 (3) ◽  
pp. 46-59
Author(s):  
Liudmyla Krainiak ◽  
Oleksandra Duda ◽  
Svitlana Rybachok ◽  
Tetiana Piatnychka ◽  
Nataliia Rybina
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Self Regulated Learning ◽  
Factors Influencing ◽  
Language Learning Motivation ◽  
Regulated Learning

Students’ language learning motivation is an important factor to ensure the quality of higher education in Ukraine in the context of its integration into the European Higher Education Area. The present study reveals the findings that showcase both pedagogical and psychological factors influencing students’ foreign language learning motivation in translation competence. The authors used a set of basic theoretical research methods to analyze, synthetize and classify scientific and methodological sources on the research problem; empirical methods of questionnaire surveys with direct and indirect questioning to represent learning motivational characteristics, statistical analysis to summarize the research results. Both psychological and pedagogical diagnostics of the socially heterogeneous respondents’ motivation made it possible to determine the external socio-cultural and internal self-concept motives in their self-improvement and self-regulated learning. It is established that the respondents’ external motives have arisen due to such stimulating factors as "competitive advantage in the labor market" and "career growth potential". Internal motives are mainly related to the satisfaction of a student’s personal needs in the foreign language learning (interest, awareness of the insufficient level of communicative competence, internal belief in the need for self-improvement of foreign language translation skills, etc.). Analysis of the diagnostics results provided an opportunity to distinguish the obstacles to the self-development of respondents in translation education. Experimental testing of the learning motivation within the internal and external mediation allowed to reveal the dominance of internal motives over external ones in all categories of respondents. Insufficient or low level of independent self-regulated learning has been identified as the main obstacle to self-improvement of foreign language translation competence. The paper contributes to the current understanding of translation education, especially in the context of Ukraine, by investigating factors influencing students’ learning motives and their pedagogical and theoretical implications.

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