scholarly journals AN ANALYSIS OF STUDENTS’ LANGUAGE LEARNING STRATEGIES IN ACADEMIC WRITING

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Restu Winarsih ◽  
Urai Salam ◽  
Dwi Riyanti
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Academic Writing ◽  
Writing Skills ◽  
Writing Strategies ◽  
Language Learning Strategies ◽  
Structured Interviews ◽  
English Academic Writing

This research was aimed to investigate students’ writing strategies in enhancing their English academic writing skills. This case study interviewed two students from English Department to reveal students’ strategies in academic writing. The data were collected using semi-structured interviews and document reviews. The findings showed that the two students who categorized as good language learners in writing skills employed all five writing strategies as proposed by Mu (2005) in their writing process. The data showed that metacognitive strategies and social/affective strategies were used most by the students. The strategies were organizing strategies, resourcing, setting goals, reviewing and editing, and avoidance strategies. The data also indicated that the two students were not achieving the goal of learning instantly. They employed strategies effectively in their individual learning in enhancing their writing skills.

scholarly journals A PROFILE OF SUCCESSFUL ENGLISH LANGUAGE LEARNERS (NON-ENGLISH DEPARTMENT)

SOLID ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 32
Author(s):  
Lalu Isnaeni Rahman
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Research Problem ◽  
English Department ◽  
Language Learning Strategies ◽  
Case Study Method

        ABSTRACT                                                    This Journal was intended to find out what students’ learning strategies at the non-English Department at ASM MATARAM. The case study method was used to approach the research data of 15 students at secretary class. The researcher collected the data through observation, taking notes and interviewing in one semester. Then, the researcher selected, simplified and organized the raw data which refer to the research problem being investigated.The findings of the research found that, ten of the students said that they started to learn English through experiences. To their case, they learn English by making chance to find opportunity with foreigners. And also, they always listen and repeat difficult words every single day. They listen to the songs that they do like. To them, repeating words loud is an effective way to get the good pronunciation. They also have got course to add their knowledge and make an English community to make them remember the words that they have through speaking activities.Keywords: Language Learning Strategies, Successful Learner 

scholarly journals A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study

2018 ◽  
pp. 245
Author(s):  
Lea Hitt ◽  
Mauricio Véliz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Structured Interview ◽  
Language Learning Strategies ◽  
Case Study Methodology ◽  
Think Aloud Protocol ◽  
Study Methodology ◽  
Cognitive And Metacognitive Strategies

This study attempts to uncover the Language Learning Strategies (LLSs) utilized byproficient language learners in English pedagogy programs at two universities. It was found that students employ indirect strategies frequently, which are of a metacognitive nature. Through a case study methodology, these students were asked to do a semi-structured interview and a think-aloud protocol. It was found that cognitive and metacognitive strategies were the most prevalent.

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。

scholarly journals LEARNERS’ STRATEGIES TO DEVELOP THEIR COMMUNICATIVE COMPETENCE

2020 ◽  
Vol 2 (3) ◽  
pp. 271-279
Author(s):  
Durga Bhusal
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Affecting Factors ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
The One

Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.

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.

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