scholarly journals The Impact of Online Training on Saudi Medical Students’ Attitudes, Awareness, and Use of Language Learning Strategies in Relation to their Developing Autonomy

2016 ◽  
pp. 4-15
Author(s):  
Sahar Alzahrani ◽  
Julie Watson
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Group Discussion ◽  
Strategy Training ◽  
Strategy Development ◽  
Learning Material ◽  
Language Learning Strategies ◽  
Research Questions ◽  
Students Attitudes ◽  
The Impact

In the context of ongoing debate about the relationship between strategy training and autonomous learning, this study set out in the belief that they are inextricably linked and sought to explore three important aspects of learner strategy development more deeply. An experiment was designed to investigate the effectiveness of learner training with three groups of Saudi students taking a course in English for Medical Purposes: control (no treatment), offline (treatment delivered on paper), and online (online treatment). The treatments used supplementary learning material focused on language learning strategies (LLS). The design and the delivery of the treatments was informed by Rubin, Chamot, Harris, and Anderson (2007), Cohen (1998), Murphy and Hurd (2011), and Murphy (2008a). This paper sought to answer three research questions related to the impact of learner training on students’ attitudes, awareness, and use of LLS in relation to their autonomous abilities after exposure to the treatment. Qualitative data from students’ reflective writings, interviews and focus group discussion was used to answer these questions. For the two treatment groups, the treatment impact was found to be positive in relation to the research questions and negative in the control. The online group outperformed the offline one in all the three investigated aspects.

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

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.

scholarly journals Direct Language Learning Strategies in EFL

2021 ◽  
Vol 60 (1) ◽  
pp. 115-132
Author(s):  
Asst. Prof. Zeena Abid Ali Dawood
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Language Learning Strategies ◽  
Short Term ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Post Hoc ◽  
The Impact

This present study was designed to investigate the impact of using direct language learning strategies on long term and short term (LT and ST for short) of vocabulary retention of non-specialist EFL learners in Iraq. A total of 60 Iraqi male non-specialist EFL learner’s college between the ages of 19 and 21participated in the study. The data were collected using a questionnaire (five-point rating) from Oxford’s (1990) the Strategy Inventory for the Language Learning (SILL for short / version7). To identify the strategies used, the information gathered was analyzed using descriptive statistics of means, frequency and standard deviation. In direct language learning strategies (DLLS for short) study, the (t-test) has been used to examine the learners ' performance of vocabulary retention in LT and ST. On the other hand, One-way between groups (ANOVA) with post-hoc comparison test was used to investigate the differences between LT and ST of the vocabulary retention by using the subcategories of direct language learning strategies. The outcomes showed that the learners’ strategy uses ST more out weights than LT of vocabulary retention. According to the outcomes, the most used (in both long term and short term) was (memory) strategies and followed by (compensation and cognitive) strategies. In the light of the results obtained, a number of pedagogical implications and suggestions were presented.

scholarly journals The impact of collaborative instruction of language learning strategies on language learning beliefs and learner autonomy

XLinguae ◽  
2020 ◽  
Vol 13 (4) ◽  
pp. 216-234
Author(s):  
Fatemeh Khonamri ◽  
Martina Pavlikova ◽  
Fatemeh Ansari ◽  
Natalia L. Sokolova ◽  
Andrey V. Korzhuev ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learner Autonomy ◽  
Language Learning Strategies ◽  
Learning Beliefs ◽  
Cognitive Framework ◽  
Language Learning Beliefs ◽  
The University ◽  
The Impact

Research on the relationship among language learning strategy, language learning beliefs and autonomy abounds in the literature. However, few studies have explored the possibility of promoting learners’ autonomy and changing their beliefs through instructing language learning strategies in a collaborative manner. In addition, most of the earlier investigations have been carried out through purely cognitive or sociocultural perspectives employing solely quantitative or qualitative methods. Using a socio-cognitive framework, the present study aimed at first, identifying the relationships among language learning beliefs, language learning strategies, and learner autonomy; and second, investigating the role of collaboration in using language learning strategies that would eventually lead to autonomy and change of beliefs. To collect data, a mixed-method design was applied. An autonomy questionnaire, Horwitz's BALLI (Beliefs about Language Learning Inventory, 1987) and Oxford's SILL (Strategy Inventory for Language Learning, 1990) were given to177 EFL learners at the University of Mazandaran in Iran. To supplement the quantitative data with qualitative data, negotiated interviews and the learners' selfreflection notes were used. The analysis was done using paired sample T-tests, SEM and also content analysis. The findings revealed that language learning beliefs affected the learners' autonomy through the mediation of language learning strategies. However, the instruction of the strategies did not have any effects on the learners' autonomy but it helped in changing their language learning beliefs. The qualitative analysis also led to identifying some categories, subcategories and their relationships to and effects on each other.

scholarly journals "I can rise up from my adversity”: Situational language learning strategies

2020 ◽  
Vol 5 (2) ◽  
pp. 143-147
Author(s):  
Febti Ismiatun ◽  
Diah Retno Widowati ◽  
Eko Suhartoyo
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cultural Context ◽  
English Education ◽  
Strategy Training ◽  
Learning Needs ◽  
English Learning ◽  
Learning Situation ◽  
Language Learning Strategies ◽  
Structured Interviews

Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper. HIGHLIGHTS: The use of strategies is varied in changing learning situation. The appropriate strategies assist students in fulfilling the English learning needs. The application of strategy training in EFL classroom is noteworthy because it is teachable.

scholarly journals LANGUAGE LEARNING STRATEGIES OF NON-ENGLISH MAJOR STUDENTS IN DEVELOPING THE STUDENTS’ ORAL COMMUNICATION

2015 ◽  
Vol 2 (1) ◽  
pp. 113
Author(s):  
Mustahrim Atbar ◽  
Sukardi Weda
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Oral Communication ◽  
Civil Aviation ◽  
Comprehension Strategies ◽  
Language Learning Strategies ◽  
Institutional Policies ◽  
Production Strategies ◽  
English Major ◽  
Research Questions

Developing oral English communication proficiency for English major students is something usual, but for non-English major students who required to be proficient in oral English communication is obviously unusual. The questions that might arise are what strategies they apply to be proficient, how they apply those strategies and what makes those strategies useful or valuable for them. Therefore, the research questions for this problem are (i) What learning strategies are used by Civil Aviation Safety and Engineering Academy (CASEA) students in developing oral English communication? (ii) How do learning strategies facilitate CASEA students to be successful in English oral communication? (iii) What conditions are valuable for developing CASEA students’ English oral communication? The research aims at (i) Examining the learning strategies used by CASEA students in learning English. (ii) Exploring the ways learning strategies facilitate the CASEA students’English oral communication. (iii) Exploring the conditions which valuable for developing students’ English oral communication. The research is applying qualitative research in the form of case study.The results of this study reveal that (i) the cadets in CASEA Makassar employed five strategies to develop their oral communication proficiency namely preparing production strategies, encouraging production strategies, effective production strategies, comprehension reaction strategies, and reinforcing comprehension strategies. (ii) Each of the employed strategies was facilitated the students to be proficient in oral English communication in certain way. It starts from collecting and organizing ideas (by preparing production strategies), lowering tense (by encouraging production strategies), covering limitations (by effective production strategies), understanding people’s ideas (by comprehension reaction strategies), and ensuring comprehension (by reinforcing comprehension strategies). (iii) Developing English oral communication can be maximal by the support of six conditions both internally and externally. The conditions are the presence of (1) certain motivation types, (2) extroverted personality, (3) prior English experience and preference in an English skill or element, (4) institutional policies, (5) supportive atmosphere, (6) media.

scholarly journals Learner Effectiveness: A Cause of Learner Strategy Use?

2018 ◽  
Vol 6 (4) ◽  
pp. 1
Author(s):  
Mohammadreza Yousefi Halvaei ◽  
Ali Akbar Ansarin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Graduate Program ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Learner Differences ◽  
The Impact

The study of the individual learner differences including learner effectiveness has been a genuine concern for second language researchers. The present study strived to examine the impact of learner effectiveness on the language learners’ learning strategy use. According to this purpose, first, the researchers developed the two-part 40-item learning strategy questionnaire of the study according to the strategy questionnaire developed by Wong and Nunan (2011). Second, they selected 441 students (224 male & 217 female) studying at the first year of their graduate program at universities in East Azerbaijan Province (Iran) as the participants of the study. Third, they administered the questionnaire of the study to the chosen participants and asked them to complete it. Finally, the researchers employed the chi-square test to analyze the collected data of the study. Based on the results of the study, there were significant differences between the more effective and less effective EFL learners’ use of language learning strategies. On the basis of these results, it was argued that the syllabus designers should include specific parts in the teaching materials of the EFL classrooms in which the learners become familiar with various learning strategies and are trained to employ the most efficient strategies for the performance of language learning tasks. Similarly, it was pointed out that the EFL teachers should familiarize their learners with the diverse language learning strategies and their predominant role in the process of second language acquisition.

Memory and Cognitive Learning Strategies from the Teachers and Learners Perspectives

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Darin Nshiwi ◽  
Feisal Aziez ◽  
Hazim Alkhrisheh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Teaching Approaches ◽  
Language Learning Strategies ◽  
Teaching English ◽  
Efl Teachers ◽  
The Impact

This research falls within the area of language learning strategies (LLS) in English as a foreign language (EFL).  Although the impact of LLS on vocabulary learning has attracted ample of studies in the field on teaching English as a second or foreign language. However, teachers and learners’ views of LLS have not been investigated enough. To that end, this research sheds light on the adopted approaches while teaching these strategies by EFL teachers at the Higher Language Institute. It investigates whether these strategies are taught implicitly, explicitly or both. To conduct this study, the researcher applied two questionnaires: the questionnaires are used to evaluate the used memory and cognitive strategies by teachers and intermediate learners at the HLI. These instruments are applied on the sample that includes 36 intermediate and 30 EFL teachers at the HLI. The data obtained was dealt with descriptively and analytically. The findings show that the majority of teachers tend to train students to use memory and cognitive strategies implicitly. In addition, it was noticed that both teachers and learners use the same set of strategies which implies that teaching approaches has a direct impact on the used strategies by the learners.

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