Grammar Learning Strategy Use by English-Major University Students: An Investigation with Grammar Learning Strategy Inventory (GLSI)

2021 ◽  
Vol 2 (1) ◽  
pp. 53-70
Author(s):  
Kento Nakachi
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Corrective Feedback ◽  
Cognitive Strategies ◽  
Strategy Instruction ◽  
Grammar Learning ◽  
Learning Strategy Use ◽  
English Major

A fruitful discussion on language learning strategies has taken place in the field of second language research. However, little is known about grammar learning strategy (GLS) use (Pawlak, 2013, 2018, 2020). The present study explores GLS utilized by 145 English-major university students with Grammar Learning Strategy Inventory (GLSI), a data-collecting instrument developed by Pawlak (2018, 2020). In addition, the current study examines TOEIC scores extracted from 27 student participants to investigate if there is any correlation between GLS use and TOEIC scores. The descriptive data analysis revealed that cognitive strategies used when coping with corrective feedback were the most commonly utilized strategies while affective strategies were the least. Furthermore, the correlational analysis demonstrated that five strategies from metacognitive, cognitive, and affective GLS showed a weak-to-moderate correlation with TOEIC scores (p < .05). The present study concludes with an emphasis on strategy instruction and the necessity of further investigation using GLSI. 第二言語研究の分野において言語学習方略については多くの議論がなされてきた。しかしながら, 文法学習方略（GLS）の利用についてはほとんど研究がされていない（Pawlak, 2013, 2018, 2020）。本研究では, Pawlak（2018, 2020）によって開発されたGrammar Learning Strategy Inventory（GLSI）を用いて日本で英語を専攻する145名の大学生によるGLSの利用について探究する。加えて, 本研究では27名の学生から得られたTOEICの得点を基に, GLSとTOEICスコアとの間に相関があるのかを考察する。記述データ分析では, 修正フィードバックの処理に関わる認知方略が最も利用されていた一方で, 情意方略が最も利用されていなかったことが明らかになった。さらに相関分析では, メタ認知方略, 認知方略, 情意方略に含まれる5つの方略とTOEICの得点との間に弱から中程度の相関（p < .05）があることが分かった。本稿では, 最後に方略指導とGLSIを用いた更なる研究の必要性について述べる。

scholarly journals VOCABULARY LEARNING STRATEGY USE AMONG EFL UNIVERSITY STUDENTS IN VIETNAM

2018 ◽  
Vol 127 (6B) ◽  
pp. 19
Author(s):  
Lê Thị Tuyết Hạnh
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Second Year

<p><em>Abstract:</em> This study examined the use of vocabulary learning strategies (VLS) among EFL university students in Vietnam. The research involved 213 EFL university students, 61 second year students and 152 third year students at Vinh University. The study used mixed methods, including Schmitt (1997)’s VLS questionnaire, learners’ diaries and interviews. Results indicated that cognitive strategies were the most frequently used and social strategies, which are used to consolidate new words, are the least frequently used ones. The data from diaries and interviews also showed that there is a lack of organized practice of vocabulary learning among the participants. Some pedagogical implications are discussed and suggested for English vocabulary teaching</p><p>Key words: vocabulary learning strategies, vocabulary learning, EFL university students</p>

scholarly journals INFLUENCE OF SEX ON STUDENTS’ LANGUAGE LEARNING STRATEGIES: A CRITICAL REVIEW

2021 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Niwayan Sukraini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Learning Strategy Use ◽  
Young Students

Due to the importance of providing learning environment that suits the students’ preference in learning a language, many studies have been conducted on the learning strategies employed by the students. Doro and Habok (2013) investigated the learning strategies of Hungarian young students learning English as a foreign language. The instrument they used was the Strategy Inventory for Language Learning (SILL) for adult. It was statistically found that the instrument was reliable and worked well with the young learners. Another result of the study was that meta-cognitive strategies were the most frequently used while compensation strategies were the least frequently employed by the students. The study also discovered that female students showed higher frequency of learning strategy use. I conducted a similar study on Indonesian young students and tried to compare the result. There will be, however, difference in the instrument to collect the data. After consulting an English teacher who teaches young students, I decided to use the modified SILL for Taiwanese children by Lan (2005). This is due to the consideration that Indonesian students might not be able to fill in the complex questionnaire as in the adult version of SILL.The findings show that Meta-cognitive strategies as the most preferred group of the six strategy categories have exactly the same means of both Doro and Habok’s and my studies i.e. 3.2 and female students appeared to use language learning strategies more frequently that male students.

High Achievers

2019 ◽  
Vol 3 (2) ◽  
pp. 68-76
Author(s):  
Susi Kusumayanthi
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
High Achievers ◽  
Job Seekers ◽  
Language Learning Strategies ◽  
High Achiever ◽  
Speaking Skill

This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They were studying in the eighth semester at a university in Bandung. They were taking a three-month English for Job Seekers Program supported by the university. In selecting the participants, this study made use of purposeful sampling to gain the important information from the participants (Alwasilah, 2002: 146). The instruments used were questionnaires and interviews. The questionnaires were adapted from Strategy Inventory for Language Learning (SILL) Version7.0 as well as Background Questionnaire developed by Oxford (1990). The interview was an open-ended interview. The study then revealed several findings, among others, is that the high achiever students employed meta-cognitive strategies the most. Concerning the reasons why they employed those strategies were presented in this research.

scholarly journals Estrategias en el aprendizaje de la lengua extranjera y niveles de competencia en estudiantes universitarios de magisterio

2014 ◽  
Vol 32 (2) ◽  
pp. 363-378
Author(s):  
Mª de las Mercedes García Herrero ◽  
Amparo Jímenez Vivas
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Estudiantes Universitarios

El propósito del estudio es identificar la utilización de estrategias en el aprendizaje de la lengua extranjera, por estudiantes universitarios, con diferentes niveles de competencia. Los objetivos son: 1) Conocer el uso de las categorías de estrategias en los diferentes niveles, 2) Comparar la utilización de las categorías, 3) Analizar la selección de categorías y 4) Averiguar el uso de las estrategias individuales más y menos frecuentemente utilizadas. Los participantes del estudio fueron 135 estudiantes de Magisterio del Grado de Primaria. El instrumento utilizado para evaluar estrategias ha sido una adaptación del SILL-Strategy nventory for Language Learning (Oxford, 1990) y para medir la competencia se emplearon las calificaciones finales de la asignatura de inglés.Los resultados de la investigación indican que la categoría más frecuentemente utilizada ha sido la Metacognitiva y la menos empleada la de Memorización. Los estudiantes más competentes emplean globalmente más estrategias. Además, se hallaron diferencias estadísticamente significativas en la utilización de la categoría cognitiva entre los grupos. The purpose of this study is to analyze the language learning strategy use in foreign language learning by university students at different proficiency levels. The objectives of the study are: 1) to learn about the language learning strategy use in language learning proficiency, 2) to compare language learning strategies employed, 3) to analyze the language learning strategies typically employed by a particular group of students, and 4) to find out about specific language learning strategies most frequently used. The participants were 135 teacher training university students. Data collection method used was a questionnaire based on SILL-Strategy Inventory for Language Learning (Oxford, 1990). The scores on English test were used to measure language learning proficiency. The results of this study reveal that learners use Metacognitive strategies more often than other strategies. In contrast, Memory strategies are the least frequently used. The frequent use of a large number of language learning strategies is reported by the most proficient learners. The differences in proficiency and in cognitive strategy use were found to be statistically significant.

scholarly journals High Achievers

2019 ◽  
Vol 3 (2) ◽  
pp. 68-76
Author(s):  
Susie Kusumayanthi
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
High Achievers ◽  
Job Seekers ◽  
Language Learning Strategies ◽  
High Achiever ◽  
Speaking Skill

This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They were studying in the eighth semester at a university in Bandung. They were taking a three-month English for Job Seekers Program supported by the university. In selecting the participants, this study made use of purposeful sampling to gain the important information from the participants (Alwasilah, 2002: 146). The instruments used were questionnaires and interviews. The questionnaires were adapted from Strategy Inventory for Language Learning (SILL) Version7.0 as well as Background Questionnaire developed by Oxford (1990). The interview was an open-ended interview. The study then revealed several findings, among others, is that the high achiever students employed meta-cognitive strategies the most. Concerning the reasons why they employed those strategies were presented in this research.

scholarly journals Strategy instruction for successful language tandems

ELT Journal ◽  
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.

scholarly journals MOTIVATION TYPES IN PREDICTING THE USE OF SECOND LANGUAGE LEARNING STRATEGIES BY ENGLISH MAJOR STUDENTS AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES – VIETNAM NATIONAL UNIVERSITY, HANOI

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Bui Thien Sao ◽  
Duong Thu Mai
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
International Studies ◽  
Language Learning Strategies ◽  
Learning Strategy Use ◽  
National University ◽  
English Major ◽  
The University

This study examined the role of motivation types in predicting the use of language learning strategies by English major students at the University of Languages and International Studies - Vietnam National University, Hanoi (ULIS). A questionnaire was employed to collect information from 123 students. The first section of the questionnaire was about how often the students used strategies in learning English, and the second one collected information about the participants’ levels of four motivation types. The results indicated that all the strategies were used by the majority of the respondents, and among four types of motivation, their instrumental motivation was of the highest level. Importantly, the study disclosed a significant and positive correlation between motivation and language learning strategy use. Finally, going beyond the correlational analysis already observed in many other studies, this study utilized regression analysis which then helped unveil significant contributions of integrative and intrinsic motivation to strategy use. Helpful implication can be drawn from this study.

scholarly journals Learning Strategies and Teaching Methods in Thai and Vietnamese Universities

2019 ◽  
Author(s):  
Wariyaporn Tieocharoen ◽  
Sucharat Rimkeeratikul
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Research Question ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Main Research ◽  
English Major ◽  
Thai University

The main purpose of this research is to investigate language learning strategy use of Vietnamese and Thai university students using Oxford’s Strategy Inventory for Language Learning (SILL). One main objective of the research was to compare different six aspects of language learning strategies (memory, cognitive, compensation, metacognitive, affective, and social) between Thai and Vietnamese students. The main research question was to learn about learning strategies Thai and Vietnamese university students used. The data of research were collected from 116 English major Thai university students and 174 English major Vietnamese students, using the SILL developed by Oxford (1990) as the instrument and interviews from 16 lecturers from Vietnam and Thailand. The findings revealed statistically significant differences in memory, cognitive, affective, and social strategies between Thai and Vietnamese students. The interview data were used to gain insight into the findings of the questionnaires. The findings of the research can be beneficial to teachers and educators who are involved in the education of both countries, providing better understanding of different aspects of language learning strategies used in learning English.

English-major Pre-service Teachers’ Language Learning Strategy Use in terms of Enjoyment of English Learning

2016 ◽  
Vol 7 (6) ◽  
pp. 1103
Author(s):  
Chaoying Zhou ◽  
Channarong Intaraprasert
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
English Learning ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
English Major ◽  
Post Hoc

Language learning strategies (LLSs) play important roles in learners’ language learning. The study investigated the use of LLSs employed by English-major pre-service teachers in Midwest China by enjoyment of English learning. The modified SILL was used to collect the data. ANOVA and Post Hoc Scheffe Test were performed for data analysis. The results demonstrated that a significant variation in their pre-service teachers reported frequency of overall strategy use, all the four categories, and 41 out of 48 individual LLSs. Pre-service teachers with higher enjoyment of English learning use more strategies than counterparts with lower enjoyment of English learning. Implications of the findings for English teaching and learning were discussed.

scholarly journals Language learning and learning strategy use in international university students’ English as a lingua franca communication

EduLingua ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 1-23
Author(s):  
Donald W Peckham
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Language Instruction ◽  
Lingua Franca ◽  
English Language Instruction ◽  
Learning Strategy Use ◽  
International University

English as a lingua franca (ELF) has received wide interest in the past decades from researchers, teachers, and users of English in general. The present study investigates whether or not speakers of English approach ELF contexts not only as contexts for communication, but also as contexts for language learning. Interview data was collected from 12 international university students in Czechia and Hungary to explore if indeed they believe they are using ELF communication for their own language learning, and if so, what learning strategies they use. Results show that these English speakers are indeed learning in these contexts and employ a variety of strategies to do so. Implications for how secondary school English language instruction might prepare students for learning while using English as a lingua franca are discussed

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