scholarly journals Influence of Major on Vocational College Students' Use of Language Learning Strategies

2019 ◽  
Keyword(s):  
College Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Vocational College

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.

Facilitating Japanese College Students’ Autonomous Learning Outside the English Classroom

2017 ◽  
Vol 41 (5) ◽  
pp. 3
Author(s):  
Tomoko Yabukoshi ◽  
Kazue Kato
Keyword(s):  
College Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Proficiency Test ◽  
English Proficiency ◽  
Autonomous Learning ◽  
Learning Goals ◽  
Learning Support ◽  
Language Learning Strategies ◽  
English Classroom

This study explored the effectiveness of an autonomous learning support program implemented with 23 Japanese college students to promote self-instructed English learning outside the classroom. The program incorporated the following five learning activities: language learning strategies, setting goals, making plans, reflecting and self-evaluating, and receiving feedback from an English teacher, all of which have been considered significant elements of autonomous learning (Benson, 2011; Holec, 1981). At the end of the program, an original questionnaire was administered to the students. English proficiency test scores and evaluation sheets recorded by their teachers were also collected. Analyses of the data showed that: (1) the program had positive impacts on out-of-class learning, such as increasing student motivation, clarifying learning goals, increasing study time, and improving English proficiency; and (2) the students were likely to have difficulties following their study plans when they had less contact with their teachers and classmates. 外国語教育では様々な自律学習支援が教員によって実施されている。本論では日本人EFL大学生23名を対象とした教室外での自律学習支援プログラムの有効性を調査した。プログラムでは先行研究に基づいて、(A)英語学習方略の紹介、(B)学習目標の設定、(C)学習計画の作成、(D)学習の反省と自己評価、(E)教員によるフィードバックの5つの活動を実践した。プログラム終了後、参加者に質問紙を配布し、各活動の有用性や自身の自律学習の変化について尋ねた。さらに教員による学習者評価シートや英語能力テストスコアのデータも収集した。分析の結果、本プログラムの有効性として、参加者の学習意欲の向上、学習目標の明確化、学習時間の増加、英語能力の向上が示唆された。一方、計画的学習の遂行は、教員やクラスメートとの接触が少ない時期に計画の遂行度が低いことが確認された。

scholarly journals Influence of Language Learning Strategies to the English Proficiency Test Performance of College Students

2018 ◽  
Vol 32 (1) ◽  
pp. 149
Author(s):  
Harieth C.  Cawagdan – Cuarto C. Cawagdan– Cuarto ◽  
Emelinda E. Rivera
Keyword(s):  
College Students ◽  
Social Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Test Performance ◽  
Proficiency Test ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Study Results ◽  
Social Learning Strategies

Learning of English as second and even foreign language has been stressed out in all levels of education. Thus, teachers and researchers have been focusing on describing externally observable behaviors of language learners, followed by attempts to label categorized strategic behaviors and link them to language proficiency. This descriptive correlational study aimed to describe the extent of learners’ use of the language learning strategies (LLS) and determine its relationship with the English proficiency test performance of college students (N=82). The Oxford’s Strategy Inventory Language Learning (SILL) and a standardized College English Proficiency Test were the main instruments of the study. Results showed that memory, metacognitive, cognitive, compensation, organizing and evaluation and affective learning strategies do not significantly affect students’ English proficiency test performance; whereas social learning strategies is a strong predictor of students’ English proficiency test performance. This research provides a basis for utilizing social learning strategies as an intervention for improving students’ English proficiency.

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