scholarly journals A correlation analysis of english learning strategies and english reading competencies of Aatthayomsueksa 1 students under Nakhon Ratchasima Provincial Administration organization in Thailand

2021 ◽  
Vol 42 (09) ◽  
pp. 46-56
Author(s):  
Suwannee SIRIPITAKCHAI ◽  
◽  
Siripan TIYAWONGSUWAN ◽  
Keyword(s):  
Correlation Analysis ◽  
Learning Strategies ◽  
Canonical Variable ◽  
Metacognitive Strategies ◽  
English Learning ◽  
Memory Strategies ◽  
English Reading ◽  
Provincial Administration ◽  
Variable Analysis ◽  
Literal Comprehension

English reading competencies and English learning strategies are fundamental both in studying academic subjects and in the field of technology. If both of them are necessities, they should be related and developed to improve our students’ learning. It was found that students’ mean score was low in an English reading competencies test; however, students’ scores were average in English learning strategies. Canonical variable analysis indicated that affective, compensatory and metacognitive strategies were efficiently related to literal comprehension. Moreover, memory strategies were efficiently related to critical comprehension.

scholarly journals Female Students Use More Language Learning Strategies Than Male Students? - A Case Study of ESL Learners in a Macau Public University

2020 ◽  
Author(s):  
Don Yao
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Public University ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Memory Strategies ◽  
Gender Differentiation ◽  
Esl Learners

Abstract Language Learning Strategies (LLSs) as a pluralistic and pervasive strategic system (Yan & Zha, 2011, p. 1) always attaches great importance of Second Language Acquisition (SLA). Numerous researchers have been working on this topic since the 1970s. Also, since students differ from person to person in their adoption of learning strategies and the research on differences in individuals develops, the topic of gender differentiation has arisen in the LLSs. Research related to gender and LLSs has been brought to the forefront in the last three decades, and many studies have found that gender can have a significant impact on LLSs (Zafar, 2012, p. 640). In China, most of the previous studies in learning strategies have paid attention to age, motivation, aptitude, educational level, good language learners, etc. But not much has been done in terms of the perspective of gender. Also, as one of the special economic zones in China, researchers may neglect the importance of Macau for most of them have focused more on Hong Kong. This paper then investigated the use of LLSs by a group of ESL learners in a Macau public university. It emphasized the gender differences and aimed to find out how gender affected the use of LLSs. Quantitative research method was adopted in this paper. A total of 188 ESL learners (M = 92, F = 96) participated in this study. The instrument Oxford’s 50-item Strategy Inventory for Language Learning (SILL) questionnaire was used. In consideration of their English proficiency levels, Liao’s (2002) Chinese version of the SILL questionnaire was adopted so that it was easier for students to understand. Moreover, the statistical software SPSS 22.0 was used for statistical analysis. The major findings were that gender as a variable affected students’ strategy use with female students (`X = 3.26) more frequently used strategies than male students (`X = 3.22), and they both used metacognitive strategies the most (M:`X = 3.41; F: `X = 3.49) and memory strategies the least (M:`X = 3.01; F: `X = 3.11). In terms of gender and frequency of LLSs use, metacognitive strategies showed the strongest correlation (r = .88) and memory strategies showed the weakest (r = .64). To sum up, for students, they can learn English more efficiently and effectively with the guidance of proper learning strategies. And students with gender differentiation will use more useful strategies when learning a foreign language; For teachers, they can teach students with their actual needs with the help of learning strategies.

scholarly journals The Application of Multimedia Technology in College English Reading Teaching---A Survey Based on Language Learning Strategies

2019 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Fang Guo ◽  
Xin Rui Wu
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Multimedia Technology ◽  
Language Learning Strategies ◽  
College English ◽  
Memory Strategies ◽  
English Reading ◽  
English Classroom ◽  
Effective Use ◽  
Reading Teaching

This study investigates the application of multimedia in college English reading teaching in Beijing University ofAgriculture based on language learning strategies. The study finds out that although with the assistance ofmultimedia technology the current College English reading teaching works well in arousing students’ interest inreading and mobilizing students’ memory strategies in the classroom, there are still many drawbacks in the currentMultimedia-assisted College English reading teaching. This study points out the drawbacks of multimedia teachingfirst and then proposes corresponding solutions meaning to arouse teachers’ reflection on multimedia Englishteaching mode and enhance the effective use of multimedia technology in English classroom.

On Learning Strategies for Engineering Design Specialty Students: A Comparative Study

2014 ◽  
Vol 584-586 ◽  
pp. 2735-2739
Author(s):  
Yong Hong Sun ◽  
Ling Zheng ◽  
Xiao Wei Jiang ◽  
Tian Shuo Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Memory Strategies

The main purpose of the research is to find out the similarities or differences in employing foreign language learning strategies between female students and male students of Engineering Design Specialty. The investigation instruments included a questionnaire and Statistical Product and Service Solutions. There are altogether 41 valid questionnaires. The results show that both female students and male students of Engineering Design Specialty sometimes use the foreign language learning strategies at medium level. Male students use memory strategies, metacognitive strategies and affective strategies more frequently than female students, while female students use compensation strategies more frequently than male students. There is no statistically significant difference between female students and male students in using both direct learning strategies and indirect learning strategies, including memory strategies, compensation strategies, metacognitive strategies, affective strategies.

scholarly journals Learning Strategies Used By The Students Of English Department Of Tarbiyah Faculty At STAIN Palopo

2018 ◽  
Vol 6 (2) ◽  
pp. 139
Author(s):  
Nurhidayah J
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Native Speakers ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Low Achievers ◽  
High Achievers ◽  
English Department ◽  
Memory Strategies ◽  
Social Strategy

AbstractThe objectives of this research were: (1) to find out of the six learning strategies, which learning strategies applied by high achievers of English Department of Tarbiyah Faculty at STAIN Palopo; (2) to find out the most frequently strategies used  by the students of English Department of Tarbiyah Faculty at STAIN Palopo; (3) to find out differences between high achievers and low achievers in their learning strategies. In analyzing the data, the researcher applied quantitative method. The subject was the sixth semester students of English Department STAIN Palopo. This research used questionaire SILL as instrument. The result of the research showed that (1) the strategies applied by high achievers in memory strategy was “review English lessons”. In the cognitive strategies applied “trying to talk like native speakers‟. In the compensation strategies  “using synonym in case they couldn’t think of a word”. The high achievers always or almost always used all metacognitive strategy. They applied “try to find how to be a better learner”. In affective strategy “talk to someone else about how I feel‟. In social strategy applied “ask others to speak slowly or repeat” if they do not understand something in second language. (2) Metacognitive strategies is the most frequently strategy used by sixth semester students of English Department of STAIN Palopo with mean 3.3755. (3) There is a significant different in using language learning strategies between high achievers and low achievers. The highest frequently used by high achievers is metacognitive strategies and the lowest frequently used is memory strategies. Meanwhile, the highest frequently used by low achievers is affective strategies and the lowest frequently used is memory strategies.

scholarly journals Learning Strategies Preference of Iraqi EFL Learners

2021 ◽  
Vol 60 (4) ◽  
pp. 718-735
Author(s):  
Dr. Umer Alyas
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Total Sample ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Memory Strategies ◽  
Effective Strategies ◽  
Total Percentage ◽  
Frequency Of Use

The current study aims at investigating Iraqi EFL learners’ knowledge and preference of language learning strategies. Data are collected using two self-reported questionnaires; a background questionnaire and the Strategy Inventory for Language Learning (SILL, Oxford, 1990) with some modifications to meet the needs of this study. The following questions are asked: 1-Are students aware of the concept of LLS? 2- If yes, how much they know about it? 3- What are the kinds of LLS they employed in their learning? 4- What are their preferred strategies? The questionnaires are submitted to a total sample that consists of 77 students.  The results show that 80.5% of the students have no knowledge whatsoever about LLS. The rest of them (19.5%) shows confused and mixed information. Moreover, the metacognitive strategies are the most often used strategies with the highest “often” percentage of 53.1%. Next is the cognitive and memory strategies of 43.2% & 40.2 percentages respectively. These highest rates show the most preferred strategies used by the students in our department. As for the frequency of use, the metacognitive strategies are still the preferred and most frequently used with a total percentage of 92.6%. Memory strategies hold the second position with a total percentage of 90%. The rest shows the same range of frequency except the effective strategies that fall behind by approximately 10% to 15% less than the rest.

scholarly journals The use of memory english learning strategies of the students at the Faculty of Еconomics in Кragujevac

Forum ◽  
2019 ◽  
Vol 1 (1-2) ◽  
pp. 133-152
Author(s):  
Marijana Matic
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
English Learning ◽  
Background Characteristics ◽  
Language Learning Strategies ◽  
Memory Strategies ◽  
Second Year ◽  
Learning English

The paper investigates the use and frequency of memory language learning strategies in learning English of students of the Faculty of Economics at Kragujevac University. Taking into consideration the importance of using English in their future careers, a total of 146 students at first and second year of learning English at the Faculty of Economics in Kragujevac were researched. The respondents filled in the Strategy Inventory for Language Learning (SILL) and a Background Characteristics Survey. The results of the types of memory strategies and their frequency are presented. The aim of the research is also to provide information about the use of memory strategies both to university students in general and their teachers which would help improve their use of English.

scholarly journals Saudi English Major Freshmen Students’ Vocabulary Learning Strategies: An Exploratory Study

2017 ◽  
Vol 7 (1) ◽  
pp. 141 ◽  
Author(s):  
Ibrahim R. Alqarni
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Social Strategies ◽  
King Saud University ◽  
First Semester ◽  
Memory Strategies ◽  
Freshmen Students ◽  
Vocabulary Learning Strategies

This study aims at exploring the vocabulary learning strategies (VLSs) employed by Saudi Freshmen students majoring in English as a foreign language (EFL). The participants are 81 Saudi male students in their first semester in the English Department and Translation in the College of Language and Translation at King Saud University. Data was collected using a questionnaire which was adapted from the study of Rabadi (2016) and was analyzed using the SPSS program. The overall results of this study show that participants use all of the different vocabulary learning strategies: Determination strategies, Memory strategies, Cognitive strategies, Metacognitive strategies, and Social strategies, with different degrees of frequency. By looking at the sub-categories of the strategies the results indicate that Metacognitive strategies (mean score: 1.98/4) are the most used and/or preferred strategies by all participants, followed by Social strategies (MS: 1.91), Determination strategies (MS: 1.62), Cognitive strategies (MS: 1.39) and Memory strategies (MS: 1.26) respectively. However, the overall mean score of (1.63) for the use of the strategies indicates that the participants of this study are low/poor users of vocabulary learning strategies in general. 

scholarly journals An Overview of Preferred Vocabulary Learning Strategies by Learners

2016 ◽  
Vol 12 (10) ◽  
pp. 174
Author(s):  
Kanthimathi Letchumanan ◽  
Paramasivam Muthusam ◽  
Potchelvi Govindasamy ◽  
Atieh Farashaiyan
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Multiple Use ◽  
Vocabulary Learning Strategies

<p>This article aimed at examining the various vocabulary learning strategies used by learners to learn a word. Data from the study showed that learners do use certain vocabulary learning strategies and that strategy has become their preferred vocabulary learning strategies. The study also showed that learners use more than one strategy to learn a vocabulary. Thus, the study confirmed that multiple use of vocabulary learning strategies are preferred by learners especially the cognitive, determination and metacognitive strategies.</p>

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

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