scholarly journals Modified Gompertz Model to Predict Language Proficiency in Proportion to Language Learning Strategy

2019 ◽  
Vol 14 (6) ◽  
pp. 2011-2015
Author(s):  
J.J. Kiram ◽  
J. Sulaiman ◽  
S. Suwanto ◽  
W.A. Din
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Gompertz Model ◽  
Language Learning Strategy ◽  
Modified Gompertz Model

Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

2019 ◽  
pp. 399-410
Author(s):  
Ke Zhao
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Strategy Use ◽  
Business English ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Collaborative Inquiry Learning

This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.

scholarly journals PROFICIENCY LEVEL AND LANGUAGE LEARNING STRATEGY CHOICE OF ISLAMIC UNIVERSITY LEARNERS IN INDONESIA

2018 ◽  
Vol 29 (1) ◽  
pp. 1
Author(s):  
Alfian Alfian
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Classroom Practice ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Language Learner ◽  
Strategy Choice ◽  
Proficiency Level ◽  
Language Learning Strategy ◽  
Improving Student Learning

This study explores the relation between language proficiency level and language learning strategy choice of EFL learners at an Islamic university in Indonesia. Two hundred and eighty four participants classified based on their proficiency levels (high, medium, and low) as determined by their achievement results completed the Strategy Inventory for Language Learning (SILL) version 7.0 questionnaires. The findings indicated that there was a linear relationship between proficiency level and strategy use; the higher the proficiency level, the higher the number of strategies employed. Furthermore, it was also found that higher proficiency level learners tended to choose meta-cognitive strategies; they usually managed learning by conscientious planning, monitoring, and evaluating their own learning. The findings also demonstrated that low proficiency level learners were inclined to choose affective strategies, meaning that they were concerned with the emotional requirements such as confidence. The findings of this study provide contribution to further development of existing global theories about language learner strategies, and are beneficial for classroom practice in the Indonesian context, especially in raising EFL teachers’ awareness about ways in improving student learning.

Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

2016 ◽  
Vol 6 (3) ◽  
pp. 68-78
Author(s):  
Ke Zhao
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Strategy Use ◽  
Business English ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Collaborative Inquiry Learning

This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.

scholarly journals A Critical Review of Research on Language Learning Strategies used by Arab Learners of English

2019 ◽  
pp. 239-257 ◽  
Author(s):  
Anas Hajar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Quantitative Studies ◽  
Language Learning Strategy ◽  
Method Approach ◽  
Research Studies

More than four decades have passed since the language learning strategy (LLS) concept was first brought to wide attention by Joan Rubin (1975). Although LLS research is prolific, it has faced challenges regarding its conceptual and methodological nature. These apparent weaknesses have encouraged some proponents of LLS research (e.g. Oxford, 2011; Rose et al, 2018) to conduct a systematic review of previous LLS research, with the aim of identifying the nature of the vigorous attempts to abandon the construct of LLS in research studies. Surprisingly, perhaps, these reviews did not include any LLS research studies concerning Arab learners. Therefore, this paper examines previous research into the LLSs used by Arab learners of English taken from different databases. The analysis has indicated that the majority (22 out of 27) of studies discovered were exclusively quantitative, using Oxford’s (1990) Strategy Inventory for Language Learning (SILL). These quantitative studies correlated the Arab participants’ LLS use with other individual learner variables, especially those related to gender and language proficiency. The other five were qualitative studies, and no study had adopted a mixed-method approach. This paper concludes by suggesting some areas that deserve further investigation in future research.

scholarly journals PROFICIENCY LEVEL AND LANGUAGE LEARNING STRATEGIES AMONG JORDANIAN STUDENTS AT UNIVERSITI UTARA MALAYSIA

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Eshraq Mahmoud Mustafa Jaradat ◽  
Haryati Bakrin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
Proficiency Level ◽  
Language Learning Strategy ◽  
Universiti Utara Malaysia

This study examines the relationship between proficiency level and language learning strategies (LLSs) among Jordanian students enrolled at Universiti Utara Malaysia. The frequency level of the LLSs employed by the students was also investigated. The theoretical foundation for the study was provided by three comprehensive theories which are the Behaviorism, the Cognitive Psychology, and the Schema Theory. The data for the LLSs was obtained from using Oxford’s (1990) Strategy Inventory for Language Learning (SILL) that classifies six different strategies: 1) Memory Strategy (MS), (2) Cognitive Strategy (COG), (3) Compensation Strategy (COMPS), (4) Metacognitive Strategies (MET), (5) Affective Strategy (AFCS) and (6) Social Strategies (SOC).  The frequency of the students’ overall use of LLSs was determined on a five-point Likert scale, ranging from high frequency use (3.5-5.0), medium frequency use (2.5-3.49), to low frequency use (1.0-2.49). Questionnaires were distributed and collected from a total of 97 students. Meanwhile, the students’ level of language proficiency was determined by their scores in the UUM English Language Proficiency Test (ELPT). Upon using the multiple regression analysis, the results show that the students used language learning strategies at a high frequency level. In addition, this study shows that there is a positive relationship between language learning strategy and proficiency level. These results indicate that proficiency level plays a vital role in determining the kinds of language learning strategy used. Curriculum designers and related bodies in Jordan should increase focus on the role of language learning strategies in promoting the acquisition of English language proficiency. The study also opens up avenues for more studies on language learning strategies not only in Jordan, but also in other countries where this area of study is lacking.

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