scholarly journals The Influence of Student’s Language Learning Strategies Used towards Their Achievement in Structure IV

2018 ◽  
Vol 2 (2) ◽  
pp. 257
Author(s):  
Dwiniasih Dwiniasih
Keyword(s):  
Linear Regression ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Metacognitive Strategy ◽  
Simple Linear Regression ◽  
Language Learning Strategies ◽  
Descriptive Method

This study was aimed to know the influence of student’s language learningstrategies used towards their achievement in structure IV and the most strategy used. It is done in responding the fact, most of the students do not aware of their learning strategies. It makes them difficult understanding the knowledge transferred. By using descriptive method, this study used document test and SILL questionnaire as the instrument of the data. Meanwhile, in analyzing the data collected, the writer used SPSS simple linear regression (Muijs.200:143). The result of the study showed the influence of L2 student’s strategies is significantly weak towards their achievement in structure IV. While the most strategies used was metacognitive strategy. It is because so many factors influence student’s achievement, such as student’s ability, learning style, and teacher’s methodology used. Therefore, it is teacher’s task to motivate students aware of learning strategy used, so they could get well understanding.

scholarly journals LEARNING STYLE AND LANGUAGE LEARNING STRATEGIES OF STUDENTS FROM VARIOUS ETHNICS IN INDONESIA

2020 ◽  
Vol 39 (2) ◽  
pp. 480-492
Author(s):  
Bonifasius Widharyanto ◽  
Heribertus Binawan
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
The Third ◽  
First Finding ◽  
Language Learning Strategy

Learning styles, language learning strategies, and ethnicity are three important factors in language learning. The information about these three things is very useful for language teachers to prepare and implement effective language learning. This study was conducted to describe the students ' learning style and language learning strategy and to know the similarities/differences from the two elements of Java, Papua, Flores, Dayak, and Batak ethnics. A number of 175 participants were involved in the study. Research data were obtained through the Fleming's learning VARK questionnaire and a language learning strategy questionnaire from Oxford. The results of the two questionnaires were analyzed to determine the type of learning style and language learning strategy. The first finding suggests that the main learning styles of students from the five ethnics are variants [aural] and [kinesthetic] including variations in bimodal, and trimodal. The second finding shows that the major language learning strategy is metacognitive and affective. The third finding reveals some similarities and unique differences in their learning style and learning strategy.

scholarly journals EXPLORING ENGLISH FOREIGN LANGUAGE STUDENTS’ LEARNING STRATEGIES IN READING ELT MATERIALS

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Rahayu Meliasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Average Score ◽  
Language Learning Strategies ◽  
Study Program ◽  
Social Strategy ◽  
The Mean

This research aimed to reveal the type of language learning strategies dominantly used by the learners and the least type of learning strategies used by the learners. There were 10 students who were taken as the sample of participants. They are students who officially enrolled in Academic Reading Class in the second semester of English Study Program of Teacher Training and Education Faculty (FKIP) Tanjungpura University in Academic Year 2016/2017. Questionnaire consisting of 40 statements was distributed for data collection which in turn were analyzed by using mean score calculation. The analysis of the data revealed that the mean score of metacognitive learning style was 4.0 which indicated that this type of learning strategy fell into the highest frequency used by the students. Meanwhile, the average score for cognitive strategies was 3.7 in which it is categorized as the second rank of the learning strategy mostly used by the learners. The analysis toward compensation strategy resulted 3.5 for the mean score, and the average score for affective and social strategy reached average at 3.1 and 3.0 respectively. By contrast, memory strategy is the least type of learning strategy used by the students, reaching the mean only at 2,9.Keywords: EFL, Language Learning Strategies, Reading, ELT Materials

scholarly journals The Correlation Between Learning Styles, Language Learning Strategies, and English Learning Motivation of the Sixth Semester Students OF STIBA Persada Bunda

2018 ◽  
Vol 5 (1) ◽  
pp. 49-62
Author(s):  
Rauf Tetuko Barruansyah
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Alternative Hypotheses ◽  
The Way ◽  
Learning English

Abstract Motivation is an important thing in the classroom to make the learning runs well. By having good motivation, students will give more efforts to achieve their desired goal for example getting a good score. There are some factors  influence students’ motivation. Two of them are learning style and reading strategy use. Brown defines learning styles as the way in which someone’s perceive the information or knowledge in learning situation. It has to do with someone’s characteristic in learning. It can be visual, auditory, kinesthetic or etc. The learning style which belongs to someone can be different from one to each another. The way someone (student) in learning, might also have particular strategy that influence motivation especially in learning English. The students who are aware of applying language learning strategies will get a helpful way in learning the language. Learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self directed, more effective, and more transferable to new situations. In order to improve students’ motivation, pertinent questions about students’ learning styles and language learning strategy in learning English need to be addressed. The research was conducted in STIBA Persada Bunda. The instrument used in this research was Questionnaire. Based on the results, all of Alternative hypotheses were accepted. First hypothesis, there was a significant correlation between learning styles and students’ motivation in learning English. Second hypothesis, there was a significant correlation between language learning strategies and students’ motivation in learning English. And the third hypothesis, language learning strategy gave more influence than learning styles

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

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 The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

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 In-Class Online Discussion Activities to Enhance EFL Learners’ English Self-Efficacy and Language Learning Strategies

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pei-Ling Yang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Online Discussion ◽  
Low Achievers ◽  
Online Discussions ◽  
Background Information ◽  
Language Learning Strategies ◽  
Study Results

The study aims to investigate the effect of in-class online discussion on EFL college low-achievers’ English self-efficacy and their language learning strategies.  It integrates the features of quasi-experimental research to examine whether online discussions would enhance college low-achievers’ English self-efficacy and their learning strategy application.  Two classes of the college learners from one university were randomly recruited in the study.  Two questionnaires (English self-efficacy and language learning strategies) were administered both before and after the intervention.  Besides the descriptive analysis of the learners’ background information, a series of inferential statistics were conducted to demonstrate findings from the quantitative data.  The study results reveal two significant findings.  First, the participants applied language learning strategies more frequently.  Second, the participants had higher levels of English self-efficacy.

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