scholarly journals A closer look at Moroccan EFL learners’ use of language learning strategies from a qualitative perspective

2021 ◽  
Vol 11 (18) ◽  
pp. 47-78
Author(s):  
Zahra EL AOURI
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Design Research ◽  
Structured Interview ◽  
Motivation To Learn ◽  
Language Learning Strategies ◽  
Content Analysis Method ◽  
Motivation For Learning ◽  
Different Types ◽  
Qualitative Part

This paper explores from a qualitative perspective the use of language learning strategies by Moroccan university EFL science students. Actually, it is part of a larger mixed method design research; however, the focus in this paper is just on the qualitative part so that a deep analysis of the informants’ introspections on their language learning process is provided. The aim of this study is to delve deeply in students’ use of language learning strategies and their motivation for learning English and how it relates to their strategy use. To collect data, 60 university students randomly drawn from six science-oriented majors participated in a semi-structured interview which focused on their motivation and their use of language learning strategies to learn English. Then, the interviews were first categorized in themes to have a clear picture of the informants’ use of the different language learning strategies and the different types of their motivation to learn English, and second these themes were analyzed using the content analysis method. The results demonstrate that students use a variety of language learning strategies in different degrees and they exhibit different types of motivation to learn English. This study yields a number of implications both for pedagogical purposes and for further research.

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

Investigating education students’ language learning beliefs and motivation for learning English

2021 ◽  
Vol 54 (1) ◽  
pp. 95-121
Author(s):  
PraysGod Mhlongo ◽  
Colleen Du Plessis ◽  
Albert Weideman
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Intermediate Phase ◽  
Language Learning Strategies ◽  
Education Students ◽  
Learning Beliefs ◽  
Motivation For Learning ◽  
Language Learning Beliefs ◽  
Learning English

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase  educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a  cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum. Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies 

scholarly journals Language Learning Strategies (LLSs) and L2 motivation associated with L2 pronunciation development in pre-service teachers of English

2018 ◽  
pp. 193
Author(s):  
Mauricio Véliz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Structured Interview ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Mental Images ◽  
Case Study Methodology ◽  
L2 Motivation ◽  
Study Methodology

This study seeks to uncover the psychosocial mechanisms used by pre-serviceteachers of English with the purpose of developing an L2 phonological system,within a framework of language learning strategies (LLSs)The study makes use of a case study methodology and collects informationthrough a semi-structured interview, whose results are interpreted in light ofOxford’s (1990) taxonomy. The results corroborate to some extent findingsmade in previous studies, amongst which are: (i) ample use of indirectstrategies, amongst which metacognitive, planning and monitoring stand out;(ii) greater potential of metacognitive strategies when accompanied by use ofdirect strategies such as mental images, applying images and sounds, practising,analysing/reasoning, and paying attention; and (iii) the mobilisation power ofmotivation in connection with a strategy repertoire.

scholarly journals Tourism Vocational High School Students' Online EFL Learning Experience during COVID-19 Pandemic

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Eka Prasetio ◽  
Joko Priyana
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Structured Interview ◽  
Vocational High School ◽  
Language Learning Strategies ◽  
School Students ◽  
Efl Learning

This study aimed to explore the tourism vocational high school (VHS) students' experience of EFL learning during the COVID-19 pandemic. A qualitative study was utilized to obtain 20 students' experience. The data were obtained from grades 10 and 11 students of tourism VHS in Yogyakarta. A semi-structured interview was conducted, and verbatim transcripts were analyzed using inductive and thematic analysis approaches. Three major themes were identified from the students' experiences, namely (a) how they conducted the EFL teaching and learning, (b) language learning strategies, and (c) perceptions of online EFL learning. It was found that students have made use of all available resources. This study suggests that students have used appropriate language learning strategies for online EFL learning, such as cognitive, metacognitive, resource management, and social strategies. Their perceptions toward EFL online learning were mainly positive. However, students still prefer face-to-face learning to online learning.

scholarly journals Academic Subject Areas and English Language Learning Strategies: Any Relationships?

2018 ◽  
Vol 4 (3) ◽  
pp. 58-68
Author(s):  
Ahmad Nazari ◽  
Tanvi Warty
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Structured Interview ◽  
English Language Learning ◽  
Science Students ◽  
Language Learning Strategies ◽  
Academic Subject ◽  
Subject Areas

This study is an attempt to resolve the contradictory findings concerning the relationship between learners’ English language learning strategies and their academic subject areas. A two-phased mixed-methods research approach, consisting of a questionnaire and a semi-structured interview, was adopted for the study. 250 students speaking English as a second language and studying five different subject areas at various London universities responded to a questionnaire on the English language learning strategies they used. The results showed that the preference for learning strategies differed significantly between students of different subject areas. Whilst cognitive strategies were reported to be the most commonly used ones by medicine and finance students, metacognitive, memory-related and social strategies were mostly used by law, music and social science students respectively. The least common set of strategies reported to be used by law and finance students was affective strategies, whereas compensatory, cognitive and metacognitive strategies were the least used ones by medicine, music and social science students in turn. A semi-structured interview was conducted with 10 of the participants to disclose the reasons behind these learners’ choices of learning strategies and the contributory factors which might influence their choices. The results showed that the participants attributed their choices to factors such as the nature of their academic exposure, of their academic instructions, their learning styles, their motivations and their domestic backgrounds. The pedagogical and research significance of the study are described in the concluding remarks.

scholarly journals Low achievers and vocabulary learning strategies

2019 ◽  
Vol 14 (2) ◽  
pp. 117-125
Author(s):  
Surina Nayan ◽  
Hariharan N Krishnasamy
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Low Achievers ◽  
Work Place ◽  
Motivation To Learn ◽  
Language Learning Strategies ◽  
Vocabulary Learning Strategies ◽  
Explicit Teaching ◽  
Conceptual Paper

This is a conceptual paper on low achievers and vocabulary learning strategies. The paper focuses onwhat vocabulary is, its importance, types of vocabulary learning strategies, low achievers and theirvocabulary learning, the importance of explicit teaching of vocabulary learning strategies to lowachievers and also studies done on them. Low achievers need to be made aware of the existence of thesestrategies and employ them in their learning. This is because they have less motivation to learn Englishas they are weak in this subject. Learners should also be taught on these strategies explicitly so that theyare able to be autonomous in their learning. The knowledge on the strategies that they get will be helpfullater in the work place as they will encounter various types of vocabulary that are related to their job.The paper ends with the conclusion and recommendations on ways to help low achievers to enhance theirvocabulary knowledge. Keywords: language learning strategies, vocabulary learning strategies, low achievers, explicit vocabulary teaching

scholarly journals EFL students’ perspectives on the employment of language learning strategies

2021 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
Tham My Duong ◽  
Hang T. T. Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
School Students ◽  
Efl Students

It is widely acknowledged that language learning strategies (LLSs) are beneficial to learners’ academic achievements, learner autonomy and motivation; however, it is indicated that Vietnamese students, particularly high school students have found it hard to employ LLSs. This paper aims at exploring language learning strategies used by high school students and underlying reasons at a high school located in Ho Chi Minh City. The study involved 238 EFL high school students in responding to a closed-ended questionnaire and twenty of them in answering the semi-structured interview questions. The quantitative data collected from the questionnaire were processed by SPSS version 25.0 in terms of descriptive statistics, and the qualitative data were analyzed by the content-based approach. The results of the study indicated the EFL high school students’ moderate use of LLSs. Remarkably, metacognitive strategies were the most commonly used category, compared to memory strategies – the least employed category. The findings may serve as a guideline for EFL teachers on facilitating high school students’ English language learning. It is also hoped that the results of this study may contribute to the literature about English language learning strategies in EFL contexts.

STUDENT'S LANGUAGE LEARNING STRATGIES IN LISTENING

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Retno Ariani ◽  
Zainal Arifin ◽  
Dwi Riyanti
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Narrative Analysis ◽  
English Education ◽  
Structured Interview ◽  
Language Learner ◽  
High Achievement ◽  
Language Learning Strategies ◽  
Study Program ◽  
Listening Strategies

This research was aimed to describe language learning strategies in listening used by a third semester student of English Education Study Program who gets high achievement in listening English comprehension. This research was a qualitative research. The subject of this research was a successful language learner from a third semester student. This research was a case study which used observation and interview as the instruments of data collecting. The observation was done using direct and indirect observation and for the interview was done using semi structured interview that supported by a narrative analysis. The result of data analysis indicated that the student who categorized as a successful language learner in listening comprehension used the four framework of  listening strategies  by Goh and Kaur (2017) as the representative of language learning strategies in listening which proposed by O’Malley and Chamot (1990). Based on the result, the student who gets high achievement in listening English comprehension employed four strategies namely directed/selective attention strategies, planning and evaluation strategies, problem solving strategies and mental translation strategies. The findings revealed that the student who categorized as a successful language learner in this research was not achieving the goal of learning instantly

scholarly journals A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study

2018 ◽  
pp. 245
Author(s):  
Lea Hitt ◽  
Mauricio Véliz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Structured Interview ◽  
Language Learning Strategies ◽  
Case Study Methodology ◽  
Think Aloud Protocol ◽  
Study Methodology ◽  
Cognitive And Metacognitive Strategies

This study attempts to uncover the Language Learning Strategies (LLSs) utilized byproficient language learners in English pedagogy programs at two universities. It was found that students employ indirect strategies frequently, which are of a metacognitive nature. Through a case study methodology, these students were asked to do a semi-structured interview and a think-aloud protocol. It was found that cognitive and metacognitive strategies were the most prevalent.

Sign in / Sign up

Export Citation Format

Share Document