From Language Learning Strategy Research to a Sociocultural Understanding of Self-Regulated Learning

2020 ◽  
pp. 31-45
Author(s):  
Xuesong (Andy) Gao ◽  
Jingjing Hu
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Strategy Research ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Regulated Learning

scholarly journals Self-regulated learning: Goal setting and self-monitoring

2013 ◽  
Vol 37 (4) ◽  
pp. 46 ◽  
Author(s):  
Marc Bloom
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Goal Setting ◽  
Learning Strategy ◽  
Motivation To Learn ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Regulated Learning ◽  
Practical Implications

The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications for teachers. 本論は、自己調整学習（SRL：Self-Regulated Learning）に焦点を当てたものである。自分の学習を調整するストラテジーを効果的に用いる学生は、より優れた学習成果を示し、問題解決により努力し、理解への障害を克服し、より明確な学習動機を持つ傾向がみられる（Zimmerman, 1990）。学生の自己調整の方法は幅広く多岐に富んでいるが、本論ではSRLの特定の3 つの型（目標設定、言語学習ストラテジーの用い方、セルフ・モニタリング）に焦点を当てた。この3種類についての各研究結果を調査し、更に教師に役立つ指導方法についても考察する。

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

2017 ◽  
Vol 87 (3) ◽  
pp. 544-582 ◽  
Author(s):  
Yuliya Ardasheva ◽  
Zhe Wang ◽  
Olusola O. Adesope ◽  
Jeffrey C. Valentine
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Learning Domains ◽  
Regulated Learning ◽  
Language Classrooms

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatment (e.g., delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language versus self-regulated learning domains. The overall results identify SI as a viable instructional tool for second/foreign language classrooms, highlight more effective SI design features, and suggest a need for a greater emphasis on self-regulated learning in SI interventions and research.

scholarly journals STRATEGI PEMBELAJARAN BAHASA JAWA DI SMP MUHAMMADIYAH BOARDING SCHOOL YOGYAKARTA

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Suwarna Suwarna ◽  
Panca Aditya Subekti
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Boarding School ◽  
Foreign Languages ◽  
Strategy Research ◽  
Questionnaire Validity ◽  
Language Learning Strategy ◽  
Using Data ◽  
Selection Factors ◽  
Selection Of

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran bahasa Jawa dan faktor yang melatarbelakangi penggunaan berbagai macam strategi tersebut sehingga menjadikan pembelajaran bahasa Jawa di SMP Muhammdiyah Boarding School(MBS)Yogayakarta berbeda dari sekolah umum lainnya. Penelitian ini adalah penelitian kualitatif. Sumber data penelitian adalah siswa dan guru bahasa Jawa dengan objek penelitian strategi pembelajaran bahasa Jawa di sekolah tersebut. Teknik pengumpulan data dengan observasi, wawancara, dokumentasi dan angket. Keabsahan data dengan cara uji kredibilitas, transferabilitas, dan reabilitas. Teknik analisis data menggunakan reduksi data, penyajian data dan pengambilan kesimpulan. Strategi yang digunakan dalam kegiatan pembelajaran berdasarkanposisi bahasa Jawa sebagai bahasa kedua dan bahasa asing di MBS, ada   strategi memori, kognitif, kompensasi, meta-kognitif,  afektif, dan sosial. Faktor pemilihan strategi tersebut antara lain: tujuan pembelajaran, siswa, kurikulum, sarana prasarana, materi dan waktu, akses informasi dan komunikasiKata kunci: Strategi Pembelajaran, Bahasa ke Dua dan Asing, Basa Jawa, Boarding School ABSTRACTThis study aims to determine the strategy used in the Javanese language learning in SMP Muhammadiyah Yogyakarta Boarding School (MBS) and factors behind the selection of strategies. This study is a qualitative research. Data sources were students and teachers with the Javanese language object Javanese language learning strategy research at the school. The technique of collecting data was through observation, interviews, documentation and questionnaire. Validity of test data was by credibility, transferability and reliability. Data were analyzed using data reduction, data presentation and conclusions. The strategy used in the learning activities based on the position of the Javanese language as a second language and foreign languages in MBS, there are memory strategies, cognitive, compensation, meta-cognitive, affective, and social.The strategy selection factors islearning objectives, students, curriculum, facilities, materials and time, access to information and communication.Keyword: Learning Strategy, Second and Foreign Languages, Javanese language, Boarding School

scholarly journals A Review of Language Learning Strategy Research

2018 ◽  
Vol 8 (5) ◽  
pp. 522
Author(s):  
Yanfei Su
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategy ◽  
Mainland China ◽  
Small Scale ◽  
Strategy Research ◽  
Language Learning Strategy

Language learning strategy, a crucial variable of individual differences in second language acquisition (SLA), has been a fiercely discussed topic since 1970s, attracting a large number of researchers and teachers who have already made great achievements. This article aims to conduct a small-scale review of studies concerning language learning strategy, finding that studies in this respect were done mainly from perspectives of definition, identification and classification, usage and assessment and instruction of language learning strategy, and factors which exert influences on it. It is plausible to say that research on this issue is comparatively comprehensive, appreciating wide coverage and great achievements, but certain points are still in controversy. Although there are many related studies, rare studies were devoted to language learning strategy under the context of learners in mainland China. Subsequently, implications for further research and pedagogy in terms of language learning strategy are discussed.

Language Learning Strategies: Is the Baby Still in the Bathwater?

2019 ◽  
Vol 41 (4) ◽  
pp. 607-611 ◽  
Author(s):  
Carol Griffiths
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research Methodology ◽  
Learning Strategy ◽  
Self Regulation ◽  
Language Learning Strategies ◽  
Strategy Research ◽  
Current Opinion ◽  
Language Learning Strategy ◽  
The Subject

Abstract When it was suggested that the concept of self-regulation should replace the language learning strategy concept early in the new millennium, there were fears that strategy research had come to an end. Nevertheless, research, debate, and publication on the subject have continued. Although some issues remain (especially regarding definition, underpinning theory, classification, and research methodology), current opinion tends to suggest that language learning strategies remain vibrant and compatible with self-regulation. This article discusses the controversies and concludes by arguing for the need to acknowledge diversity and to engage in productive debate.

scholarly journals Learning Strategies: Prototypical Core and Dimensions of Variation

2012 ◽  
pp. 330-356 ◽  
Author(s):  
Yongqi Gu
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Family Resemblance ◽  
Strategy Execution ◽  
Task Context ◽  
Strategy Research ◽  
Dimensions Of Learning ◽  
Language Learning Strategy ◽  
Dimensions Of Variation

This paper explores the concept of learning strategies through a prototype perspective. It is argued that “learning strategy” is not a clearly definable concept, because strategies differ from each other in terms of “family resemblance” or “graded degrees of membership”. The prototypical core of a strategy is a dynamic process with problem-solving as its central aim. It involves selective attention, analysis of task, choice of decisions, execution of plan, monitoring of progress and/or modification of plan, and evaluation of result. A strategy varies in terms of prototypicality along the following dimensions: 1) intentionality, 2) self-initiation, 3) metacognitive regulation, 4) sequentiality of activities, 5) chunking of activities, and 6) automaticity in strategy execution. In addition, a “learner-task-context-strategy” framework is presented to provide the “learning” dimensions of learning strategies. It is hoped that the perspectives presented in this article will alleviate the discomfort about conceptual fuzziness and open up a new agenda on language learning strategy research.

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