scholarly journals Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

2021 ◽  
Vol 7 (2) ◽  
pp. 83-107
Author(s):  
Alejandra Montero-SaizAja
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
12Th Grade ◽  
Key Factor ◽  
Second Year ◽  
Gender Based

Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.  

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals Learner Autonomy and its Existing Practices: A Comparison between EFL Students of Various Disciplines in the Context of Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 596-608
Author(s):  
Ayesha Butt ◽  
Faisal Anis ◽  
Amna Yousaf
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
The Arts ◽  
Science Group ◽  
Efl Students

Learner autonomy refers to a state where a learner seeks the understanding of the concepts more independently, takes charge of his own learning and becomes more motivated and self-supportive towards the learning procedures. The present study explored the existing practices of EFL learners with reference to autonomy practices, in the context of Punjab, Pakistan. The autonomy of the learners was examined through their use of foreign language learning strategies. The sample of the study consisted of 104 university students from arts and science groups. The results indicated that the students of science group were using more autonomous learning strategies as compared to the arts group.

scholarly journals Fostering Learner Autonomy through Foreign Language Learning Strategies among Pakistani EFL Learners

2019 ◽  
Vol IV (II) ◽  
pp. 41-49
Author(s):  
Ayesha Butt ◽  
Uzma Quraishi ◽  
Sameera Ayub Bhatti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Active Engagement ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Language Classrooms ◽  
Efl Students

Learner autonomy refers to the practical situations and interventions of learning, where individual independence of a learner is given more attention (Smith, 2008). Learner autonomy (LA) can be promoted in foreign language classrooms by using foreign language learning strategies and it can pave the way for successful learning outcomes (Kim, 2013). Foreign language learning strategies (FLLS) are the behaviors, techniques and active engagement of learners (Ellis, 2008). The present study identified the foreign language learning strategies (FLLS), used by the Pakistani students at the tertiary level, where they were found to be unaware of the phenomena. Then a learner-training program based on FLLS was designed and implemented on the sample of 50 EFL students to foster autonomy. The research through an experiment of intervention found the effectiveness of the program with reference to LA development, the enhanced use of FLLS by students and the stimulation of their interest.

A comparative study on learning strategies used by Australian CFL and Chinese EFL learners

2016 ◽  
Vol 5 (2) ◽  
pp. 213-239 ◽  
Author(s):  
Wenying Jiang ◽  
Qingyu Wu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Target Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Grade Levels ◽  
Significant Difference ◽  
Four Levels

AbstractThis study compared language learning strategies used by Chinese as a foreign language (CFL) learners in Australia and English as a foreign language (EFL) learners in China through Oxford’s (1990. Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.) Strategy Inventory of Language Learning (SILL) questionnaire survey. Two cohorts of learners, namely Australian CFL learners (N=101) and Chinese EFL learners (N=100), participated in this study. It was found that the most frequently used strategies by the Chinese EFL learners were compensation strategies and the least frequently used strategies were memory strategies while the most frequently used strategies by the Australian CFL learners were social strategies and the least frequently used strategies were affective strategies. Australian female learners used slightly more strategies than male learners, but no difference was found in the strategies used by the Chinese EFL male and female learners. No significant difference was found either in the strategies used by learners of different grade levels, regardless of whether they were Chinese EFL or Australian CFL learners. Scores of some individual categories significantly differed between the three levels of the Australian CFL learners and the four levels of the Chinese EFL learners. In general the Chinese EFL learners used more strategies when compared with those used by the Australian CFL learners. Pedagogical implications of the findings were also discussed. This study contributes to the research in language learning strategies in that it considers the typological distance between learners’ L1 and the target language for the first time. It also has clarified the seemingly inconsistent findings in the literature in terms of memory strategies use by Asian learners (Chinese learners in this case): when compared with other categories of strategies, memory strategies were used the least frequently by the Chinese EFL learners; when compared with learners from other cultural backgrounds such as the Australian or American, the Chinese EFL learners used memory strategies more frequently.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

scholarly journals EFL Students’ Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning

2012 ◽  
pp. 407-422 ◽  
Author(s):  
Mohammad Alnufaie ◽  
Michael Grenfell
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Writing Strategies ◽  
Writing Classes ◽  
Student Writers ◽  
Efl Students ◽  
Second Year ◽  
Process Oriented ◽  
Almost All

This study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC). The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies) based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants’ description of their teachers’ writing approach, the results showed that almost all of the participants (95.9%) were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.

scholarly journals A Closer Look at Language Learning Strategies

2020 ◽  
Vol 2019 (1) ◽  
pp. 100
Author(s):  
Joseph Wood
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Interview Data ◽  
Language Learning Strategies ◽  
Advanced Level ◽  
Effective Strategies ◽  
Second Year ◽  
Depth Interviews

Language learning strategies (LLSs) are made up of the conscious and deliberate actions that language learners take in order to help them learn a language. It would be useful, however, to know which particular LLSs are the most effective so we can in turn focus on them in class and encourage our students to begin using them. To do this, we should ask ourselves, what kinds of LLSs do advanced-level students use in their own language learning? This study examined that question in hopes of learning the most effective strategies to teach our lower-level students to use. An advanced-level class of 18 second-year university students in Japan was surveyed on the effectiveness of LLSs based on a class-generated list. Following this, six students were selected for in-depth interviews. The survey and interview data found that students believed that speaking strategies are the most effective for learning English. 言語学習におけるストラテジー（LLSs）とは、学習者が言語を学びやすくするために起こす意識的かつ計画的な行動により構成されるものである。しかしながら、最も効果的なLLSsは何なのかを知ることは有益である。さらに授業の中でそれらのLLSsに注目し、学生たちがそれらを使い始めるように促すことを可能にするためである。それを知るために、私達は自分自身に次のように問うべきである―上級レベルの学生たちが英語学習の際に使っているのはどんなLLSsだろうか？本研究では、その答えを出し、初級レベルの学生たちにも最も効果的なLLSsを使って学習させるべく調査を展開している。日本のある大学の2年生18人の英語上級者クラスでは、学生たちが自ら作ったリストをもとに、それぞれのLLSsの効果を調査した。また、6人の学生に詳細なインタビューを受けてもらった。これらの調査により、英語上級者の学生たちが考える最も効果的なLLSsはスピーキングであるということがわかった。

Sign in / Sign up

Export Citation Format

Share Document