scholarly journals Language Learning Strategies and Students’ Performance in ESL Classrooms

2018 ◽  
Vol III (I) ◽  
pp. 17-38
Author(s):  
Arshad Ali Khan ◽  
Sayyed Rashid Ali Shah ◽  
Hussain Ahmad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Private University ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Language Performance ◽  
Significant Difference ◽  
And Performance

This study investigates the relation of language learning strategies, memory, cognitive, compensation, metacognitive, social and affective strategy with the language performance of undergraduate students in ESL classroom. Data from the sample of 97 male and 63 female learners in a private university was collected through Strategy Inventory for Language Learning (SILL) by Oxford (1990), which is based on 50 items on the pattern of five-point Likert scale. Students’ GPA scores were collected for the relevant course in order to examine language performance. For descriptive and inferential statistics, the data have been analyzed through SPSS 15.0. The results showed a significant difference between used language strategy and performance. The cognitive and memory strategies were more significant while social and affective strategies were least significant. The study also revealed that female students used strategies more than male students, however gender did not play any significant role in language performance.

scholarly journals PERBEZAAN JANTINA DALAM PENGGUNAAN STRATEGI PEMBELAJARAN KEMAHIRAN BERBAHASA ARAB[GENDER DIFFERENCES IN THE USE OF STRATEGIES FOR ARABIC LANGUAGE LEARNING]

2018 ◽  
Vol 3 (1) ◽  
pp. 143
Author(s):  
Nadhilah Abdul Pisal ◽  
Kamarul Shukri Mat Teh
Keyword(s):  
Gender Differences ◽  
Language Learning ◽  
Learning Strategies ◽  
Arabic Language ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Test Analysis ◽  
Significant Difference ◽  
Listening Strategies

Gender is one of the factors that distinguish the use of language learning strategies among students. Therefore, this study was carried out to determine the level and types of language learning strategies used by male and female students. Data were collected through questionnaires distributed to 350 form four students from 12 religious secondary schools in Kedah, Malaysia. Descriptive findings showed that both groups of students used the strategies at a moderate level except for the reading strategies which were highly employed by female students. The results of t-test analysis show that there is a significant difference on the overall use of the strategies and in the five main constructs of strategies based on gender. Overall, the female students were found to surpass the male students in the use of language learning strategies. However, the construct of listening strategies did not show significant difference result. In conclusion, the female students used language learning strategies more frequently than the male students. The implication of this study is that teachers can plan a variety of language activities to encourage the use of certain strategies by different genders.Keywords: Language learning strategies, language skills, strategies for language learning skills, Arabic language, gender.Cite as: Abdul Pisal, N. & Mat Teh, K.S. (2018). Perbezaan jantina dalam penggunaan strategi pembelajaran kemahiran berbahasa Arab [Gender differences in the use of strategies for Arabic language learning]. Journal of Nusantara Studies, 3(1), 143-153.http://dx.doi.org/10.24200/jonus.vol3iss1pp143-153  AbstrakPerbezaan jantina merupakan salah satu faktor yang didapati turut membezakan penggunaan strategi pembelajaran bahasa dalam kalangan pelajar. Oleh itu, kajian ini dijalankan untuk menentukan tahap dan jenis penggunaan strategi pembelajaran kemahiran berbahasa (SPKB) oleh pelajar lelaki dan pelajar perempuan. Data kajian diperoleh melalui soal selidik yang diedarkan kepada 350 orang pelajar tingkatan empat dari 12 buah sekolah menengah agama sekitar Kedah, Malaysia. Dapatan kajian deskriptif menunjukkan kedua-dua kumpulan pelajar menggunakan strategi pada tahap sederhana sama ada secara keseluruhan mahupun berdasarkan konstruk, kecuali pada konstruk strategi membaca, pelajar perempuan menggunakannya pada tahap tinggi. Hasil analisis ujian-t pula menunjukkan terdapat perbezaan signifikan penggunaan SPKB secara keseluruhan dan mengikut lima konstruk strategi utama berdasarkan jantina. Pelajar perempuan didapati mendahului pelajar lelaki dalam penggunaan strategi secara keseluruhan dan berdasarkan lima konstruk strategi utama tersebut. Sementara itu, baki satu konstruk strategi utama iaitu strategi mendengar tidak menunjukkan perbezaan signifikan. Kesimpulannya, pelajar perempuan didapati lebih banyak dan kerap menggunakan strategi pembelajaran bahasa berbanding pelajar lelaki. Implikasi kajian ini, guru boleh merancang pelbagai aktiviti bahasa yang dapat menggalakkan penggunaan sesuatu strategi dengan lebih kerap kepada kumpulan pelajar yang berlainan jantina.Kata kunci: Strategi pembelajaran bahasa, kemahiran berbahasa, strategi pembelajaran kemahiran berbahasa, bahasa Arab, jantina.

scholarly journals Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

2017 ◽  
Vol 19 (2) ◽  
pp. 101-120 ◽  
Author(s):  
Maria Eugenia Guapacha Chamorro ◽  
Luis Humberto Benavidez Paz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Tertiary Education ◽  
Strategy Instruction ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
Language Performance ◽  
Language Tests ◽  
And Performance

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance. 

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 The Effect of a Training Program in a Reading Course in Developing English Language Learning Strategies among University Students

2018 ◽  
Vol 12 (2) ◽  
pp. 300
Author(s):  
Ahmad M. Mahasneh ◽  
Ahmad F. Al-Alwan
Keyword(s):  
University Students ◽  
Language Learning ◽  
Training Program ◽  
Learning Strategies ◽  
English Language ◽  
Female Students ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Significant Difference ◽  
Experimental Group

This study aimed at identifying the effect of a training program in developing the use of learning English language strategies among a sample of the Hashemite University students, and the differences in using these strategies due to gender and the type of group (experimental and control groups). The study sample consisted of 76 male and female students from the Department of English Language, divided into two groups (an experimental group of 34 male and female students and a control group of 42 male and female students). To achieve the aims of the study, Oxford's language learning strategies scale was used. The study used a quasi-experimental research design with pre-test and post-tests. ANCOVA and T-tests were used to analyze the data. The results of the study revealed that there is a statistical significant difference between the two groups in developing language learning strategies in favor of the experimental group. Also, results showed that there is no statistically significant difference in using language learning strategies attributed to gender.

scholarly journals INFLUENCE OF SEX ON STUDENTS’ LANGUAGE LEARNING STRATEGIES: A CRITICAL REVIEW

2021 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Niwayan Sukraini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Learning Strategy Use ◽  
Young Students

Due to the importance of providing learning environment that suits the students’ preference in learning a language, many studies have been conducted on the learning strategies employed by the students. Doro and Habok (2013) investigated the learning strategies of Hungarian young students learning English as a foreign language. The instrument they used was the Strategy Inventory for Language Learning (SILL) for adult. It was statistically found that the instrument was reliable and worked well with the young learners. Another result of the study was that meta-cognitive strategies were the most frequently used while compensation strategies were the least frequently employed by the students. The study also discovered that female students showed higher frequency of learning strategy use. I conducted a similar study on Indonesian young students and tried to compare the result. There will be, however, difference in the instrument to collect the data. After consulting an English teacher who teaches young students, I decided to use the modified SILL for Taiwanese children by Lan (2005). This is due to the consideration that Indonesian students might not be able to fill in the complex questionnaire as in the adult version of SILL.The findings show that Meta-cognitive strategies as the most preferred group of the six strategy categories have exactly the same means of both Doro and Habok’s and my studies i.e. 3.2 and female students appeared to use language learning strategies more frequently that male students.

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 Examining Language Learning Strategies Used By Kurdish Monolingual (Kurdish) And Bilingual (Kurdish-Arabic) Speakers As Efl Learners

2017 ◽  
Vol 5 (3) ◽  
pp. 873
Author(s):  
Hozan G. Othman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Language Learning Strategies ◽  
English Departments ◽  
Arabic Speakers ◽  
Two Samples ◽  
Significant Difference ◽  
The Difference

This study investigates the difference between monolingual (Kurdish) and bilingual (Kurdish-Arabic) speakers as EFL (English as a Foreign Language) learners with regard to the use of Language Learning Strategies (LLS). It aims to identify the differences found between the two samples in terms of using the (LLS). A total number of 100 EFL students at Zakho University as Bilinguals and Duhok University as Monolinguals of English Departments of both universities participated in the study. All the participants were third and fourth year undergraduate students from both universities. They were asked to answer a questionnaire on Rebecca Oxford's Strategy Inventory for Language Learning known as SILL. The strategies followed in this paper are the direct ones (memory, cognitive, compensation) and the indirect ones (meta-cognitive, affective, and social) which are highlighted in Oxford (1990). These strategies are chosen for this paper because they are considered to be the most agreed upon ones by many writers in the area of English as a Foreign Language (EFL). The valid and reliable statistical ‘independent t-test’ of SPSS is used to analyze the data.  It is hypothesized that the results will show significant differences between the two groups (monolinguals and bilinguals) in their strategies in favour of bilinguals. The results of the research reveal that all strategies are clearly and soundly used by both groups, and surprisingly there is no significant difference between bilinguals and monolinguals with regard to the use of the six strategies. It was also found that there is no significant difference between third and fourth year levels concerning the use of the mentioned strategies, as well as there are two identical favourite lists of LLS for both groups.

scholarly journals Language Learning Strategies Based On Gender

2018 ◽  
Vol 8 (11) ◽  
pp. 1524
Author(s):  
Farida Ariyani ◽  
Nurlaksana Eko Rusminto ◽  
Ag. Bambang Setiyadi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Female Students ◽  
National Language ◽  
Male Students ◽  
Language Learning Strategies ◽  
Local Language ◽  
The People

Gender as an individual characteristic has been proved to affect the use of strategies in learning a foreign language but how gender affects the use of strategies in learning a local language where the people in the community speak a national language is not explored yet.   Some studies show that female students employed language learning strategies more often than male students (Oxford & Nyikos, 1989; Awang Hashim & Syed Sahil, 1994;  Green and Oxford, 1995; Dreyer & Oxford, 1999). The present study was aimed to identify how gender affects the use of strategies in learning a local language in the environment where people in the country have a national language. A Non–probability sampling was used to collect data. With the Cronbach Alphas ranging from .79 to 82, mean scores of the use of language learning strategies the male and female students reported using were compared. In the present study it was found that metacognitive strategies were the strategies mostly used by female students and cognitive strategeis were the strategies mostly used by male students. This means that male students are likely to be more dependent on memorization than female students. Cognitive strategies which are characterized at least with memorization or rote learning in the present study tend to be used by male students.

scholarly journals STUDENTS’ LANGUAGE LEARNING STRATEGIES DIFFERENCE IN AN INDONESIAN EFL SINGLE-GENDER CLASSROOM

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Asep Kurnia
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Male Student ◽  
Female Students ◽  
Male Students ◽  
Single Gender ◽  
Language Learning Strategies

AbstractThe issue of single-gender classroom is identified as the preference classroom system in education around the world. This classroom system is adopted due to female and male students’ performance in the learning process including English subject. In Indonesia, the issue of single-gender classroom is not publically implemented, co-educational classroom is preferred. However, some cities are promoted the single-gender classroom, specifically the cities which promote the religious education such as in Tasikmalaya, West Java, Indonesia. Due to the pre-observation in a boarding school implemented the single-gender classroom, there is an exact different between female and male achievement in English classes. There are some factors affect the students’ achievement. Learning strategies is one of the most important thing influent the achievement. Therefore, the main focus of the research is observing different students preference in learning strategies. Questionnaire and interview are formed as data collecting techniques. Consequently, there was an exact different between female and male students in using language learning strategies. Female students are common in performing metacognitive learning strategy. While, male students are prefer in implementing cognitive learning strategy. In the comparison, female students use the learning strategies more often than the male student, specifically in metacognitive and social learning strategies.Keywords: Learning strategies, single-gender classroom, Female and male differences, Indonesian EFL classroom, Students’ achievement factors.

scholarly journals Effects of Language Learning Strategies and Learners’ Motivation on Students’ Learning Achievement

2015 ◽  
Vol 3 (2) ◽  
pp. 132 ◽  
Author(s):  
Hao-Yuan Cheng ◽  
Nai-Ying Chang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Course Performance ◽  
Test Analysis ◽  
New Information ◽  
Significant Difference ◽  
Group A ◽  
The Mean ◽  
The Relationship

<p>This study investigated whether learning strategies had made any impact on learners’ achievement and explored whether learning motivation was correlated with learning strategies. The participants of this study were the students from the EFL (English as a Foreign Language) intermediate level course at a college in Taiwan. The students were given a pretest and a posttest. The mean scores of these tests were compared with a SILL survey (Strategies Inventory for Language Learning) at the end of the investigation. The participants’ course performance was compared with their use of learning strategies. The assumption of the relationship between learning strategies and motivation is that motivated learners have a greater desire to seek out solutions or support from others and employ more strategies to process the new information. The results of this investigation revealed that only the memory strategies had a significant difference in the posttest of Group A on the independent sample t-test analysis.</p>

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