Memory and Cognitive Learning Strategies from the Teachers and Learners Perspectives

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Darin Nshiwi ◽  
Feisal Aziez ◽  
Hazim Alkhrisheh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Teaching Approaches ◽  
Language Learning Strategies ◽  
Teaching English ◽  
Efl Teachers ◽  
The Impact

This research falls within the area of language learning strategies (LLS) in English as a foreign language (EFL).  Although the impact of LLS on vocabulary learning has attracted ample of studies in the field on teaching English as a second or foreign language. However, teachers and learners’ views of LLS have not been investigated enough. To that end, this research sheds light on the adopted approaches while teaching these strategies by EFL teachers at the Higher Language Institute. It investigates whether these strategies are taught implicitly, explicitly or both. To conduct this study, the researcher applied two questionnaires: the questionnaires are used to evaluate the used memory and cognitive strategies by teachers and intermediate learners at the HLI. These instruments are applied on the sample that includes 36 intermediate and 30 EFL teachers at the HLI. The data obtained was dealt with descriptively and analytically. The findings show that the majority of teachers tend to train students to use memory and cognitive strategies implicitly. In addition, it was noticed that both teachers and learners use the same set of strategies which implies that teaching approaches has a direct impact on the used strategies by the learners.

scholarly journals Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mutiatun Nasihah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Language Learning Strategies ◽  
Efl Teachers ◽  
Big City ◽  
Efl Students ◽  
Writing Tests

This study aims at investigating the correlation between language learning strategies (LLSs) and writing achievement, the correlation between motivation and writing achievement, and the correlation between LLSs combined with motivation and writing achievement. It involved one-hundred English as a foreign language (EFL) students of a senior high school which is located in a big city in Indonesia. The students were selected randomly to be the participants of this study. The data were collected by using the Strategy Inventory for Language Learning (SILL) questionnaire, motivation questionnaire, and writing tests. The results of research revealed that the null hypotheses for the three correlational analyses were rejected. In other words, there is a significant correlation between LLSs and writing achievement; there is a significant correlation between motivation and writing achievement; and there is a significant correlation between LLSs combined with motivation and writing achievement. Theoretically, this study supports the important roles of LLSs and motivation, either separately or combined, in predicting writing achievement. Pedagogically, when teaching writing, EFL teachers are recommended to introduce the potential of LLSs to EFL students, arouse the students’ motivation to write, or to apply both of them simultaneously to boost EFL students’ writing achievement.

scholarly journals Direct Language Learning Strategies in EFL

2021 ◽  
Vol 60 (1) ◽  
pp. 115-132
Author(s):  
Asst. Prof. Zeena Abid Ali Dawood
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Language Learning Strategies ◽  
Short Term ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Post Hoc ◽  
The Impact

This present study was designed to investigate the impact of using direct language learning strategies on long term and short term (LT and ST for short) of vocabulary retention of non-specialist EFL learners in Iraq. A total of 60 Iraqi male non-specialist EFL learner’s college between the ages of 19 and 21participated in the study. The data were collected using a questionnaire (five-point rating) from Oxford’s (1990) the Strategy Inventory for the Language Learning (SILL for short / version7). To identify the strategies used, the information gathered was analyzed using descriptive statistics of means, frequency and standard deviation. In direct language learning strategies (DLLS for short) study, the (t-test) has been used to examine the learners ' performance of vocabulary retention in LT and ST. On the other hand, One-way between groups (ANOVA) with post-hoc comparison test was used to investigate the differences between LT and ST of the vocabulary retention by using the subcategories of direct language learning strategies. The outcomes showed that the learners’ strategy uses ST more out weights than LT of vocabulary retention. According to the outcomes, the most used (in both long term and short term) was (memory) strategies and followed by (compensation and cognitive) strategies. In the light of the results obtained, a number of pedagogical implications and suggestions were presented.

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.

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 An investigation of Iranian EFL teachers and learners’ attitudes towards using language learning strategies

2020 ◽  
Vol 10 (1) ◽  
pp. 65-71
Author(s):  
Ehsan Namaziandost ◽  
Ava Imani ◽  
Meisam Ziafar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Flipped Classroom ◽  
Strong Support ◽  
Classroom Technology ◽  
Educational Context ◽  
Language Learning Strategies ◽  
Efl Teachers

Language learning strategies (LLS) refer to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. Considering the importance of LLS, insufficient studies have been carried out on understanding both teachers and learners’ opinions towards using LLS in Iranian educational context. Therefore, in this project, Iranian English as a foreign language (EFL) teachers and learners’ opinions towards using LLS have been investigated. To fulfill this objective, 20 teachers and 20 learners filled out a questionnaire. After gathering the data and analyzing them, the findings revealed that the Iranian EFL Teachers and learners’ opinions towards using LLS was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and to reach better learning consequences. The results of this paper provide strong support learning strategies are very useful and helpful in learning English as a foreign language. Keywords: Iranian EFL teachers and learners, teachers and learners’ opinions, language learning strategies (LLS).

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 English Language Learning Strategies Reported By Advanced Language Learners

2016 ◽  
Vol 12 (2) ◽  
pp. 67-76 ◽  
Author(s):  
Juyeon Lee ◽  
Michael Heinz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Cognitive Strategies ◽  
Learning Activities ◽  
English Language Learning ◽  
Language Learning Strategies

The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.

scholarly journals Scrutinizing the Impact of Teachers’ Critical Thinking and Teaching Autonomy on Their Teaching Success and Learners’ Use of Language Learning Strategies

2017 ◽  
Vol 8 (1) ◽  
pp. 122 ◽  
Author(s):  
Mania Nosratinia ◽  
Alireza Zaker
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Learning Strategies ◽  
Future Research ◽  
Language Learning Strategies ◽  
Actual Performance ◽  
Efl Learners ◽  
Efl Teachers ◽  
Teaching Success ◽  
The Impact

Postmethod perspective on English as a Foreign Language (EFL) teaching considers EFL teachers to be reflective and autonomous practitioners who play the role of change agents. In order to systematically study the way these attributes affect teachers’ and learners’ actual performance, this study investigated the effect of EFL teachers’ Critical Thinking (CT) and Teaching Autonomy (TA) on their Teaching Success (TS) and EFL learners’ Language Learning Strategies (LLS) use. Twenty mixed-gender upper-intermediate and advanced level general English classes were randomly selected from ten language schools. The teachers were 25 to 40 years of age (Mage = 31), whereas the learners were 18 to 30 (Mage = 24). In each class, CT and TA questionnaires were answered by the teacher and the LLS and TS scales were completed by the learners after 12 to 19 sessions. The results of a one-way ANOVA followed by a post-hoc Scheffe’s revealed that those EFL learners whose teachers had a high TA level show a significantly higher perception toward TS. Moreover, those learners whose teachers had a low CT level showed a higher, but non-significant, perception toward TS. Furthermore, EFL learners whose teachers had a moderate level of TA demonstrated a higher, but non-significant, use of LLS. Finally, EFL learners whose teachers had a high CT level showed a higher, but non-significant use of LLS. Regarding the limitations and drawing upon the findings, the article concludes with some pedagogical implications and some avenues for future research.

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.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

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