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 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.

Situating Language Learning Strategy Use

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes.

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 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 Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students

2018 ◽  
Vol 9 (4) ◽  
pp. 59
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Proficiency Level ◽  
Learning Strategy Use

To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males). The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students.

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 Individual Learner Differences and Language Learning Strategies

2017 ◽  
Vol 7 (2) ◽  
pp. 57-72 ◽  
Author(s):  
Mongkol Charoento
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Statistical Significance ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Research Participants ◽  
Learner Differences

This study aimed to investigate what language learning strategies were frequently used by English as a foreign language undergraduates at a public university in Bangkok, Thailand and the significant differences in the use of language learning strategies based on individual differences, including gender and self-rated English proficiency. The research was conducted with 392 Thai undergraduates through administering a quantitative method. Instruments for the study included a demographic questionnaire and Oxford’s Strategy Inventory for Language Learning. The findings revealed that research participants reported a low-to-medium use of language learning strategy. The strategies most used by learners were compensation strategies while the least were cognitive strategies. Regarding gender differences, female participants used the all six strategy categories more than did the male counterparts. The results also demonstrated that participants with different English proficiency employed learning strategies at different levels with a statistical significance at .05 in almost six strategies, except affective strategies. Research participants who were good at English most used metacognitive while social strategies were most used by participants with less English proficiency.

scholarly journals PREFERENCE IN LANGUAGE LEARNING STRATEGIES (LLS) OF THE STUDENTS IN THE ENGLISH LANGUAGE EDUCATION DEPARTMENT AT THE UNIVERSITY OF MUHAMMADIYAH JEMBER

2020 ◽  
Vol 5 (1) ◽  
pp. 61-72
Author(s):  
Taufik Hidayah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Language Education ◽  
High Rate ◽  
Language Learning Strategies ◽  
English Language Education ◽  
The University

          The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their own strengths  and weaknesses in skills and content courses  and self-regulate learning so as to make progress with teachers’ assistance. Keywords:  language learning strategies  (LLS);  Strategy Inventory of Language Learning (SILL);  memory strategies; cognitive strategies; metacognitive strategies; socio-affective strategies; compensation strategies.  

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.

Grammar Learning Strategy Use by English-Major University Students: An Investigation with Grammar Learning Strategy Inventory (GLSI)

2021 ◽  
Vol 2 (1) ◽  
pp. 53-70
Author(s):  
Kento Nakachi
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Corrective Feedback ◽  
Cognitive Strategies ◽  
Strategy Instruction ◽  
Grammar Learning ◽  
Learning Strategy Use ◽  
English Major

A fruitful discussion on language learning strategies has taken place in the field of second language research. However, little is known about grammar learning strategy (GLS) use (Pawlak, 2013, 2018, 2020). The present study explores GLS utilized by 145 English-major university students with Grammar Learning Strategy Inventory (GLSI), a data-collecting instrument developed by Pawlak (2018, 2020). In addition, the current study examines TOEIC scores extracted from 27 student participants to investigate if there is any correlation between GLS use and TOEIC scores. The descriptive data analysis revealed that cognitive strategies used when coping with corrective feedback were the most commonly utilized strategies while affective strategies were the least. Furthermore, the correlational analysis demonstrated that five strategies from metacognitive, cognitive, and affective GLS showed a weak-to-moderate correlation with TOEIC scores (p < .05). The present study concludes with an emphasis on strategy instruction and the necessity of further investigation using GLSI. 第二言語研究の分野において言語学習方略については多くの議論がなされてきた。しかしながら, 文法学習方略（GLS）の利用についてはほとんど研究がされていない（Pawlak, 2013, 2018, 2020）。本研究では, Pawlak（2018, 2020）によって開発されたGrammar Learning Strategy Inventory（GLSI）を用いて日本で英語を専攻する145名の大学生によるGLSの利用について探究する。加えて, 本研究では27名の学生から得られたTOEICの得点を基に, GLSとTOEICスコアとの間に相関があるのかを考察する。記述データ分析では, 修正フィードバックの処理に関わる認知方略が最も利用されていた一方で, 情意方略が最も利用されていなかったことが明らかになった。さらに相関分析では, メタ認知方略, 認知方略, 情意方略に含まれる5つの方略とTOEICの得点との間に弱から中程度の相関（p < .05）があることが分かった。本稿では, 最後に方略指導とGLSIを用いた更なる研究の必要性について述べる。

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