A Survey of Learning Strategies for Engineering Students with Different Personality

2014 ◽  
Vol 1065-1069 ◽  
pp. 2445-2448
Author(s):  
Yong Hong Sun ◽  
Fei Xiao ◽  
Xiao Wei Jiang ◽  
Yan Liu
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Cognitive Strategies ◽  
English Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Medium Level ◽  
Better Than

The study aims to find out similarities or differences of learning strategies used by introvert and extrovert students in the process of learning English language. The survey instrument included a questionnaire and all the participants are engineering students in Changchun University. There are altogether 32 valid questionnaires, including 15 introvert students and 17 extrovert students. The results show that both introvert students and extrovert students of engineering sometimes use the English language learning strategies at medium level. Introvert students use compensation strategies better than extrovert students. Extrovert students use memory strategies, metacognitive strategies and social strategies better than introvert students. Both introvert students and extrovert students equally employ cognitive strategies and affective strategies.

scholarly journals Saudi EFL Students’ Personality Types and Their Language Learning Strategies

2019 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Hanan K, Al-Dail ◽  
Nasser M, Freahat
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Personality Types ◽  
English Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
The Relationship

The purpose of this study was to examine the relationship between personality types and English language learning strategies, and to examine the pattern of English language learning strategies used by Saudi EFL university students. The sample of the study consisted of 68 EFL female students in the English department at Al-Imam Muhammad Ibn Saud Islamic University (IMSIU). Two instruments were used to collect the data; Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the Myers-Briggs Type Indicator (MBTI). The findings indicated that the participants were medium-high range strategy users and that the most frequently used strategy category among the six categories is metacognitive strategies followed by cognitive strategies, compensation strategies, social strategies, memory strategies, and finally, affective strategies. The observations indicated that there were some significant differences among students’ language learning strategy preferences based on their personality type. However, the relationship between the two variables is more complex and by no means direct and the reason was discussed in the research.

A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty

2013 ◽  
Vol 477-478 ◽  
pp. 1541-1544
Author(s):  
Yong Hong Sun ◽  
Xiao Wei Jiang ◽  
Ling Zheng ◽  
Xiang Dong Xu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Quantitative Research Methods

This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strategies, Affective strategies and Social strategies, and they generally do not use Memory strategies.

scholarly journals A Case Study of English Language Learning Strategies used by Engineering Students in Malaysia

2022 ◽  
Vol 7 (1) ◽  
pp. 261-269
Author(s):  
Nurul Ain Othman ◽  
Mimi Nahariah Azwani Mohamed ◽  
Nor Fadhilah Ahmad Powzi ◽  
Suzilla Jamari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Cognitive Strategies ◽  
Language Learning Strategies ◽  
The Social ◽  
Group Interviews ◽  
University Undergraduates

The aim of this paper is to investigate the language learning strategies employed by 22 technical university undergraduates in Malaysia, particularly in oral presentation skills. The study employed focus group interviews and the data gathered were recorded, transcribed and analysed thematically based on O'Malley and Chamot's (1990) taxonomy. The findings showed that the participants used more metacognitive and cognitive strategies compared to the social and affective strategies. The study highlights that students' preferred language learning strategies may not always be effective. Hence, educators have to identify effective language learning strategies for their students and scaffold students' learning into using appropriate strategies.

scholarly journals English Language Learning Strategies used by Science Students

2019 ◽  
Vol 8 (1) ◽  
pp. 16-36
Author(s):  
Nur Afni Syamaun ◽  
Usman Kasim ◽  
Asnawi Muslem
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Skills ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Boarding School ◽  
Science Students ◽  
Social Strategies ◽  
Language Learning Strategies

Learning strategies are ways employed by learners to enhance their learning. An active use of language learning strategies helps learners in control of their own learning by developing language skills, increasing confidence, and motivation in learning process. This study aims to investigate the dominant language learning strategies used by science students. It focused on listening, speaking, reading, and writing strategies that was studied using descriptive qualitative method. The subjects of this study were 56 eleventh-grade science students from the senior high boarding school of Darul Ikhsan. The questionnaire developed by Rubin and Thompson (1994) was distributed and the data was analyzed by looking at the highest frequency of students’ choice. The results indicated that the students employed cognitive strategies, metacognitive strategies, affective strategies, compensation strategies, and social strategies. However, the students used dominantly cognitive learning strategies across the four language skills. The findings recommended that students should be trained to use learning strategies properly. In addition, English teachers should consider the learners’ strategies by asking their intentions and use appropriate teaching methods.

scholarly journals AN INVESTIGATION OF THAI STUDENTS’ ENGLISH LANGUAGE LEARNING STRATEGIES

2018 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
Agus Trioni Nawa
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Rating Scale ◽  
English Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Frequent Use ◽  
Thai Students

The purpose of this study was to investigate the English language learning strategies implemented by Thai students with the consideration of gender variable. The study employed a descriptive quantitative research design which involved administering questionnaires of rating scale using Oxford, (1990) Strategy Inventory for Language Learning (SILL) to investigate the most frequent language learning strategies from 38 Thai students (15 males and 23 females) of Wahid Hasyim University of Semarang. This study revealed that females showed more strategic (3.34) in learning English than males (2.823). Generally, females showed more frequent use social strategies and males showed more frequent use affective strategies.

scholarly journals LANGUAGE LEARNING STRATEGIES EMPLOYED BY SUCCESSFULL STUDENTS IN DEVELOPING ENGLISH-SPEAKING PERFORMANCE

2019 ◽  
Vol 7 (1) ◽  
pp. 56
Author(s):  
Heriyanti Tahang ◽  
Sarmin Sarmin ◽  
Yuliana Yuliana ◽  
Taslim Taslim
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Education Program ◽  
English Language ◽  
Cognitive Strategies ◽  
Language Education ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
English Language Education ◽  
Speaking Performance

This research aimed to discover the language learning strategies used by successfull students in developing speaking performance in speaking performance at English Language Education Program in Universitas Muhammadiyah Sorong. This research used qualitative method in the form of descriptive qualitative. the participants of this research were taken from the third semester of English Language Education Program in Universitas Muhammadiyah Sorong with the total 6 students. The participants were the students who gained score A in speaking class. Based on the data gathered, the result showed that the students applied both of Direct and Imdirect learning strategies in developing their speaking English Language Education Program in Universitas Muhammadiyah Sorong, namely social strategies, metacognitive strategies, affective strategies in Indirect Strategy and memory strategies, cognitive strategies, and compensation strategies in Direct Strategy. From those of six strategies applied, most of the students tended to apply Indirect Strategy that was social strategies by asking help, working in pair, practicing with the proficient user of English and making small group discussion.

scholarly journals ENGLISH LANGUAGE LEARNING STRATEGIES: AN EXPLORATORY STUDY OF MANAGEMENT AND ENGINEERING STUDENTS

2018 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Berlinda Mandasari ◽  
Lulud Oktaviani
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Descriptive Analysis ◽  
Formal Context ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Study Program ◽  
Learning English

Learning English as a foreign language, especially in a formal context, leads the students to have their own strategy in order to achieve the objective of learning. The strategy is considered as a helpful way to learn English better. After all, every student has their own strategy in learning. Thus, this study presents an exploration of English language learning strategies used by management and engineering students of Universitas Teknokrat Indonesia (UTI). Subjects of the research were 70 students who take English for Business (EFB) subject majoring management and engineering study program. Data were collected through questionnaire and interview. Data were then analyzed by using descriptive analysis. The result of this study gained a platform of learning strategies used by students. As a result, Management and Engineering students showed almost the same strategy in learning English in a class.

scholarly journals English Language Learning Strategies Reported By Advanced Language Learners

2016 ◽  
Vol 12 (2) ◽  
pp. 67-76 ◽  
Author(s):  
Juyeon Lee ◽  
Michael Heinz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Cognitive Strategies ◽  
Learning Activities ◽  
English Language Learning ◽  
Language Learning Strategies

The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.

scholarly journals The Relationship between Language Learning Strategies and Lexical Complexity Measures

2021 ◽  
pp. 37-52
Author(s):  
Ervin Kovacevic
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
English For Academic Purposes ◽  
Language Learning Strategies ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
The Relationship

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

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