scholarly journals Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings

2020 ◽  
Vol 2 (2) ◽  
pp. 20-35
Author(s):  
Yolanda Ruiz de Zarobe ◽  
Simone Smala
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Strategy Instruction ◽  
Metacognitive Awareness ◽  
Future Research ◽  
Language Learning Strategies ◽  
Self Regulated Learning ◽  
Language Classes ◽  
Teaching Learning ◽  
Pedagogical Planning

This article contrasts two studies that focus on language learning strategies (Study 1) and strategy instruction (Study 2) in CLIL programs. Drawing from the literature on language learning strategies and strategy instruction, we propose a theoretical framework that takes into account metacognitive awareness as a useful concept to capture the interrelatedness of teaching, learning and using language learningstrategies in CLIL. We approach metacognitive awareness from two positions: 1) as a concept that describes self-regulated learning in students and constitutes one of the important areas of language learning strategies (metacognitive strategies), and 2) as a key concept when describing the decisions teachers make in their pedagogical planning and implementation, including when deciding on which language learning strategies to single out for instruction, and how to instruct these. We understand these two positions as interrelated and “speaking to each other”, scaffolding the learning processes through focused attention to vocabulary and language structures needed for content message and understanding. For future research, we propose a focus on CLIL teachers’ reflective cycles that take into account students’ prior knowledge (e.g., cognates, language learning strategies learnt in mainstream language classes, understanding of subject-specific concepts in native language), to build up a repertoire of language learning strategies and strategy instruction that supports the processes when integrating language and content learning.

scholarly journals LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH

2005 ◽  
Vol 25 ◽  
pp. 112-130 ◽  
Author(s):  
Anna Uhl Chamot
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Future Research ◽  
Language Learning Strategies ◽  
Apparent Loss ◽  
Language Learning Strategy ◽  
History Of

This chapter begins with definitions and an overview of methods used to identify learners' strategies, then summarizes what we have learned from the large number of descriptive studies of strategies reported by language learners. Research on language learning strategies has a history of only about thirty years, and much of this history has been sporadic. The 1980s and early 1990s were a period of substantial research on language learning strategies, much of it descriptive. This period was followed by an apparent loss of interest in language learning strategies, judging by limited reported research and few related conference presentations. Recently, however, a number of new investigations have reinvigorated the field. The focus of the chapter is on the evolution of research on language learning strategy intervention studies, the issues that have emerged from this research, and metacognitive models that can be useful in the language classroom. The discussion concludes by setting out directions for future research.

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

scholarly journals Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

2017 ◽  
Vol 19 (2) ◽  
pp. 101-120 ◽  
Author(s):  
Maria Eugenia Guapacha Chamorro ◽  
Luis Humberto Benavidez Paz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Tertiary Education ◽  
Strategy Instruction ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
Language Performance ◽  
Language Tests ◽  
And Performance

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance. 

Investigating language learning strategies: Prospects, pitfalls and challenges

2019 ◽  
pp. 136216881987615
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Strategy Use ◽  
Language Learner ◽  
Future Research ◽  
Language Learning Strategies ◽  
Methodological Choices ◽  
Research Findings ◽  
Based Instruction ◽  
Definition Of

Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford, 2014; Oxford, 2017; Oxford & Amerstorfer, 2018; Pawlak, 2011; Pawlak & Oxford, 2018). While acute problems related to the definition of LLS, their characteristics, their separation from regular learning activities or their actual utility have surely not disappeared, some promising solutions have been proposed (Griffiths, 2018; Oxford, 2017) and calls to abandon the concept have been countered (Dörnyei, 2005). This said, a question arises as to what can be done to move the field forward. Following a brief overview of existing research, the article tackles this issue with respect to the following areas: (1) foci of future research, (2) methodological choices, and (3) consideration of how research findings can inform pedagogy.

scholarly journals Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296

2019 ◽  
Vol 9 (4) ◽  
pp. 745-753
Author(s):  
Olga Trendak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Skills ◽  
Strategy Instruction ◽  
Language Learning Strategies ◽  
Valuable Contribution ◽  
Language Learning Strategy ◽  
Language Classroom ◽  
New Directions

The book Learning Strategy Instruction in the Language Classroom: Issues and Implementation, edited by Anna Uhl Chamot and Vee Harris, touches upon crucial issues pertaining to language learning strategies (LLS) and language learning strategy instruction (LLSI), both from a theoretical and practical perspective. All the contributors to the volume are specialists with considerable expertise in the field of LLS and LLSI, which makes the book an informative and inspirational read. The authors look at the concept of strategy instruction from different perspectives, meticulously not only investigating various LLSI models, taking account of “learner needs and settings and particular language skills,” but also “considering curricula, materials, teachers roles, the ways in which scaffolding is enacted in the classrooms” (p. viii). Since the volume adeptly combines research into LLSI with its theoretical aspects and complexities, it will prove useful to practitioners and researchers alike. Delineating new directions in the field of LLSI, the edited collection is undoubtedly a valuable contribution to ongoing discussions about LLSI and its implementation in the classroom.

scholarly journals The role of students’ individual differences in language learning strategy choice

2019 ◽  
Vol 65 (2) ◽  
pp. 117-121
Author(s):  
Iryna Kaminska
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Foreign Languages ◽  
Individual Choice ◽  
Language Learning Strategies ◽  
Learning Contexts

In the article, theoretical-and methodological approaches of modern scholars to the issue of implementing learning strategies into the process of teaching foreign languages are ascertained. The development of strategies and the strategy repertoire along with factors that influence the choice of strategies and their transfer to different learning contexts is considered. Strategy instruction and its impact on language learners are observed. The variety and diversity of factors affecting the choice and the use of learning strategies, namely, motivation, learner autonomy, self-regulation, prior learning experience and students’ beliefs, which determine individual choice of language learning strategies by students of higher education establishments are analyzed. The transfer of general learning strategies to new learning contexts, notably to learning foreign languages, and the predictive value they have in language achievement is defined. The value and importance of learning strategies and the relationship between success, achievement and performance and examined. The teaching of the wide scope of strategies to language students to help them become more efficient, effective and productive is addressed. Possible differences in learning strategy types and frequency of strategy use in low and high strategy users as well as high and low achievers of foreign language learners are identified. Research needs to be conducted to find more efficient ways of training learners to use language learning strategies effectively. The length, the amount and the type of strategy instruction that has more impact on the students’ adoption of learning of strategies should be scrutinized. The type of strategies that learners are more susceptible to accept and adopt not only in the short term but also in the long term should be analyzed. No study has been conducted in the general set of strategies which beginner learners of English transfer from their general repertoire of strategies to language learning as the primary tools to face language learning and the extent to which these strategies will help them in attaining success in language learning.

scholarly journals Foreign Language Learning Strategies and Consecutive Interpreting Achievement: An Exploratory Study on Taiwanese Interpreting Students

2014 ◽  
Vol 58 (1) ◽  
pp. 146-164
Author(s):  
Yung-Nan Chiang ◽  
Daniel Steve Villarreal
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Exploratory Study ◽  
Foreign Language Learning ◽  
Future Research ◽  
Language Learning Strategies ◽  
Positive Correlations ◽  
Consecutive Interpreting ◽  
The Relationship

Although it has been frequently noted that interpreting students’ command of their working languages has not been solid enough to meet the challenge of interpreting, especially the challenge of interpreting from an A language to a B language, there has been no empirical research into whether their B language learning strategies are related to their interpretation achievement. This exploratory study filled this gap in the literature by investigating the relationship between foreign language (English) learning strategies and consecutive interpreting achievement among a group of undergraduate interpreting students in Taiwan. The participants’ learning strategies were assessed by Oxford’s Strategy Inventory for Language Learning (SILL), while their achievement was measured by their semester grades in Mandarin-English interpreting classes. Descriptive statistics and correlation analyses were used to analyze the data. The results showed that learning strategies had significant positive correlations with interpreting achievement, regardless of whether the SILL was analyzed in terms of the overall scale, its subscales, or its individual items. Based on the results, implications for offering learning strategies training to students are discussed and directions for future research are suggested.

scholarly journals Empowering Language Learning Strategies Online

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Melissa Aberle-Grasse
Keyword(s):  
Critical Pedagogy ◽  
Language Learning ◽  
Peer Review ◽  
Learning Strategies ◽  
Goal Setting ◽  
English Language ◽  
Learning Strategy ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Language Learning Strategies

English language educators faced challenges unique to their discipline as well as difficulties shared with all teachers as they suddenly adjusted to 100% online learning environments in 2020. Language learning strategies (LLS), which are proven strategies for improving language learning as well as building self-efficacy and peer support (MacArthur et al., 2015; Rose et al., 2018), are presented here as tools to navigate this new challenge. The article opens with a brief review of several acute current needs of online learners that critical pedagogy and learning strategies may address. Next, the author provides concise definitions for language learning strategies and summarizes the historical and theoretical basis for LLS. A classroom-based case study of language learning strategy instruction (LLSI) then follows. Finally, online tools and methods for two key strategies, goal-setting and peer review, are provided with recommendations for applying these strategies in a variety of settings. Keywords: language learning strategies, critical pedagogy, self-regulation, peer review, goal-setting

scholarly journals Language learning strategies among Vietnamese EFL High School students

2019 ◽  
Vol 14 (1) ◽  
pp. 55-70
Author(s):  
Ngo Cong Lem
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Strategy Instruction ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
School Students ◽  
Wide Range

Despite productive research on language learning strategies (LLS), LLS is still a multifaceted topic subject to controversy. Thus, previous researchers have encouraged conducting further LLS research in different educational contexts and student population. The current study was conducted to examine the LLS use among high school students, a relatively neglected population in previous LLS studies. Participants in the study were 83 Vietnamese tenth-graders who were administered the Strategy Inventory for Language Learning (SILL) by Oxford (1990), including six subscales: memory-related, cognitive, compensatory, metacognitive, affective and social strategies. The results suggested that high school learners utilized a wide range of language learning strategies at a medium level of frequency, indicating a necessity for more explicit LLS instruction. While metacognitive strategies were reported as the most frequently utilized strategies, affective strategies were the least. Cognitive strategies, which were strongly related to other LLS groups, tended to play the central role in the language learners’ LLS employment. Gender was confirmed to be a significant factor that influenced the students’ LLS usage only in the case of social strategies. Pedagogical implications regarding strategy instruction were discussed.

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