The Effect of LLS Instruction on the Use of Writing Strategies in English by Foreign Postgraduate Students in India

This study intends to examine the impact of Strategy-Based Instruction on the strategy use by foreign post-graduate students, studying at two universities in India while writing in English. A total of one hundred students, who are non-native speakers of English, participated in this study. Fifty students in the experimental group received writing instruction through an online platform. The results were compared to their fifty counterparts in the control group. All the participants received an adapted version of the Strategy Inventory for Language Learning (SIIL) Questionnaire and a Writing Questionnaire as the pretest and posttest. Descriptive statistics and independent sample t-tests were run to analyze the data using SPSS. The findings showed that students who received language learning strategy instruction recorded higher scores than the students who did not receive any kind of instruction towards the skill of writing academic essays. The results revealed that students’ use of strategies in writing increased noticeably after strategy instruction and implied that students can be trained to use language-learning strategies successfully in their writing through direct strategy instruction.

Download Full-text

Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies

SAGE Open ◽

10.1177/2158244016684175 ◽

2016 ◽

Vol 6 (4) ◽

pp. 215824401668417

Author(s):

Meral Seker

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Self Regulation ◽

Strategy Instruction ◽

Training Experience ◽

Based Instruction ◽

The Impact ◽

Instruction Design

The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.

Download Full-text

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

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2018.8.4.9 ◽

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.

Download Full-text

Language learning strategies employed by higher and lower achieving students in learning speaking

English Education Journal ◽

10.24815/eej.v12i2.19468 ◽

2021 ◽

Vol 12 (2) ◽

pp. 301-319

Author(s):

Suci Rahmi Amjusfa ◽

Burhanuddin Yasin ◽

Kismullah Abdul Muthalib

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Learning Strategy ◽

The Other ◽

Learning Activities ◽

Social Strategies ◽

Language Learning Strategies ◽

Language Learning Strategy ◽

Speaking Skill ◽

The Impact

The objectives of this research were to find out the types of language learning strategies employed by higher and lower achieving students on speaking skill and to find out the impacts of language learning strategies employed by them. A questionnaire was used as the instrument of this study. The sample of this research were 82 students who were chosen based on the criteria: (1) the students already passed all the Speaking I to IV classes, (2) the students consist of higher achieving students (score ≥B) and lower achieving students (score ≤C), and (3) the students allowed the researcher to obtain their speaking scores. Thus, purposive sampling was used here. In this research, the researcher used Strategy Inventory for Language Learning (SILL) by Oxford (2003) to determine the students’ language learning strategy. The result revealed that the higher achieving students used memory, cognitive, compensation, metacognitive, affective, and social strategies in learning speaking. On the other hand, the lower achieving students generally did not use the learning strategies in their learning activities. Therefore, as the impact of this learning habit, they do not possess a good speaking ability and achieve low scores in speaking class.

Download Full-text

LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH

Annual Review of Applied Linguistics ◽

10.1017/s0267190505000061 ◽

2005 ◽

Vol 25 ◽

pp. 112-130 ◽

Cited By ~ 165

Author(s):

Anna Uhl Chamot

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Learning Strategy ◽

Strategy Instruction ◽

Future Research ◽

Language Learning Strategies ◽

Apparent Loss ◽

Language Learning Strategy ◽

History Of

This chapter begins with definitions and an overview of methods used to identify learners' strategies, then summarizes what we have learned from the large number of descriptive studies of strategies reported by language learners. Research on language learning strategies has a history of only about thirty years, and much of this history has been sporadic. The 1980s and early 1990s were a period of substantial research on language learning strategies, much of it descriptive. This period was followed by an apparent loss of interest in language learning strategies, judging by limited reported research and few related conference presentations. Recently, however, a number of new investigations have reinvigorated the field. The focus of the chapter is on the evolution of research on language learning strategy intervention studies, the issues that have emerged from this research, and metacognitive models that can be useful in the language classroom. The discussion concludes by setting out directions for future research.

Download Full-text

Strategy instruction for successful language tandems

ELT Journal ◽

10.1093/elt/ccz015 ◽

2019 ◽

Vol 73 (3) ◽

pp. 286-295

Author(s):

Simon Webster

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Learning Strategy ◽

Strategy Instruction ◽

International Study ◽

Educational Institutions ◽

Learning Needs ◽

Language Learning Strategies ◽

Language Learning Strategy ◽

Learning Strategy Use

Abstract Educational institutions are placing increased value on language tandems owing to the language development opportunities they offer for learners of modern languages. Where these learners lack autonomous language learning strategies, however, the results can be disappointing, with limited linguistic development taking place. This paper reports on recent research into the language tandem experiences of international study abroad students during their period of study at a British university. When it became apparent that the students lacked skills in managing their language tandems to meet their learning needs, strategy instruction was introduced to facilitate more effective language learning strategy use. The findings suggest that such an intervention can significantly increase learners’ ability to create a language tandem which meets their learning needs.

Download Full-text

Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

Sustainable Multilingualism ◽

10.2478/sm-2020-0013 ◽

2020 ◽

Vol 17 (1) ◽

pp. 41-70

Author(s):

Cemil Gökhan Karacan ◽

Kenan Dikilitaş

Keyword(s):

High School Students ◽

Language Learning ◽

Learning Strategies ◽

Learning Strategy ◽

Vocabulary Learning ◽

Strategy Use ◽

Bilingual Students ◽

Vocabulary Learning Strategies ◽

Language Learning Strategy ◽

Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

Download Full-text

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.f7130.038620 ◽

2020 ◽

Vol 8 (6) ◽

pp. 250-255

Keyword(s):

Learning Strategies ◽

Learning Strategy ◽

Positive Impact ◽

Mathematics Learning ◽

Treatment Session ◽

Learning Activity ◽

Control Group ◽

Significant Difference ◽

Technological Developments ◽

The Impact

This study aims to examine the effectiveness of interactive entrepreneurship activity in mathematics learning towards students’ mastery in mathematics concepts. The objective is to look at the impact of implementing an active learning strategy combined with technology on mastery of mathematics concepts after engaging in a learning activity. The combination of technology in interactive learning and games kits in the form of interactive entrepreneurship activity has resulted in the innovation of learning strategies to enhance the learning interest, enjoyment and to influence the mastery of students' mathematics concepts. The effectiveness study of the strategy was conducted using an experimental study design that involved 109 students from 2 secondary schools who had participated in a 4-week mathematics learning treatment session. The experiment group was exposed to interactive entrepreneurship activity through the use of a learning kit while the control group followed conventional learning for a selected mathematics topic. Post-test were conducted to see differences in understanding and achievement of mathematics concepts for both groups of students. The results show that there is a significant difference between the mastery of mathematics concept of the experiment group students and the control group students. This shows that the integration of technology in learning activities has a positive impact on student learning. The implications of the study indicate that teachers need to constantly improve pedagogical knowledge based on current technological developments and improve teaching strategies in order to improve student competencies. The parties also need to provide the latest technology to improve the quality of education in line with global developments.

Download Full-text

The Impact of the Project-Based Learning Strategy on Leadership Skills Acquisition among Palestinian Refugees Students in Gaza

Didactique - Numéro thématique : Qu'est-ce que la didactique? ◽

10.37571/2021.01012 ◽

2021 ◽

Vol 2 (1) ◽

Author(s):

Safa Migdad ◽

Amjad Joma ◽

Olivier Arvisais

Keyword(s):

Learning Strategies ◽

Learning Strategy ◽

Leadership Skills ◽

Third Graders ◽

Project Based Learning ◽

Control Group ◽

Skills Acquisition ◽

Teaching English ◽

The Impact ◽

Experimental Group

This study aimed at investigating the effectiveness of the project-based learning strategy on developing third graders' leadership skills. The research questions were addressed using the experimental approach. The researchers purposively sampled 76 third graders from Al Zaitun Co-ed Elementary C School in Gaza and randomly sampled two classes of third graders. Participants were divided into two equivalent groups, each consisting of 38 students. The project-based learning strategy was used for teaching English to the experimental group, whereas the traditional method was used for the control group. The study tool consisted of an observation card on which the student's leadership skills were rated pre- and post-application. Data were analyzed using the Statistical Package for Social Sciences. Independent samples t-test and effect size were used in the analysis. Results revealed higher mean scores in leadership skills for the experimental group in the post-application observation card. The researchers attributed these findings to the project-based learning strategy and recommend its use in teaching English to develop leadership skills. Further research is needed to investigate the effect of other project-based learning strategies on other grade levels and life skills.

Download Full-text