The Role of Grit Among Polish EFL Majors: A Comparative Study of 1st-, 2nd-, and 3rd-Year University Students

The foreign and second language (L2) learning process is shaped by a constellation of individual difference (ID) factors, some of which (e.g., age, anxiety, motivation, aptitude, learning styles, language learning strategies) have long been investigated by specialists, whereas others have only recently attracted their attention. One of such underexplored variables is grit, usually referred to as a personality trait predictive of success and supportive of various important skills including, among others, cooperation and creative thinking. Given the vital role that this ID factor might play in the L2 classroom, the present paper reports a mixed-methods study which addressed the following issues: (1) the level of grit experienced by 99 Polish university BA students majoring in English, (2) the differences in this respect between 1st-, 2nd- and 3rd-year students, and (3) possible manifestations and dynamics of grit in learning English as a foreign language (EFL). Grit was measured using the Polish version of Teimouri et al.’s (2020) language-specific grit scale and a semi-structured interview. One-way ANOVA was employed to quantitatively compare the means of the respondents enrolled in different levels of a BA program, whereas a four-stage procedure (Dörnyei, 2007) was adopted to analyze the qualitative data. The results demonstrated a relatively high level of grit among all the respondents and statistically significant differences for one of its components, that is, consistency of interest in learning the target language between 1st- and 2nd- as well as 1st- and 3rd-year students. This particular subconstruct of grit was found to be mediated by such factors as learning styles and strategies, emotions, weariness or personality. In addition, grit was shown to be linked to participants’ identification of their L2 learning weaknesses and the ability to eliminate them.

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Research on Second Language Learning Strategies

Annual Review of Applied Linguistics ◽

10.1017/s0267190500002452 ◽

1992 ◽

Vol 13 ◽

pp. 174-187 ◽

Cited By ~ 12

Author(s):

Rebecca L. Oxford

Keyword(s):

Second Language ◽

Language Learning ◽

Learning Strategies ◽

Second Language Learning ◽

Target Language ◽

Language Learning Strategies ◽

Communicative Ability ◽

Self Talk ◽

L2 Learning ◽

Group Words

Second language (L2) learning strategies are specific actions, behaviors, steps, or techniques that students employ—often consciously—to improve their own progress in internalizing, storing, retrieving, and using the L2 (Oxford 1990b, after Rigney 1978). Strategies are the tools for active, self-directed involvement that is necessary for developing L2 communicative ability (O'Malley and Chamot 1990, Wenden 1991, Wenden and Rubin 1987). Hundreds of L2 learning strategies exist and many are well recognized and used regularly by students. In a given class of students, for example, Lázló will seek out conversation partners. Iike will group words to be learned and then label each group. Marijke will give herself encouragement through positive self-talk before getting up to give a speech in the target language.

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Investigating Learners' Perceptions about the Role of English Language Curriculum Set in Boosting Communicative Competence of the Students: The South Punjab Scenario

Global Regional Review ◽

10.31703/grr.2021(vi-i).13 ◽

2021 ◽

Vol VI (I) ◽

pp. 112-123

Author(s):

Muhammad Ahsan ◽

Syed Waseem Azhar Seemab ◽

Shahid Nawaz

Keyword(s):

Language Learning ◽

English Language ◽

Communicative Competence ◽

Vital Role ◽

Target Language ◽

Negative Effects ◽

Language Curriculum ◽

L2 Learning ◽

Teaching Learning

The purpose of this work was to investigate learners' perceptions about the role of the English language curriculum set in boosting the communicative competence of the students of South Punjab. The present research was planned to use a mixed method. Most of the students showed that the curriculum designed for L2 learners causes negative effects in the process of L2 learning as it does not satisfy the communicative needs of the students. To make sure the effective use of textbooks or curriculum for L2 learning, there are certain steps that English teachers and learners can take to make better use of the English curriculum to improve learners' communicative competence. To make sure better language learning through textbooks and other teaching materials, teachers must play a vital role in the selection of textbooks and helping material. English textbooks with good teaching/learning materials can encourage L2 learning, improve communicative competence and can persuade learners so that they can achieve understandable feedback from their teachers and feel attentiveness towards the target language through textbooks or curriculum.

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THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽

10.30736/e-link.v4i2.18 ◽

2016 ◽

Vol 4 (2) ◽

Author(s):

Diah Astuty

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Academic Language ◽

Target Language ◽

Language Learning Strategies ◽

Source Language ◽

Lexical Constraints ◽

Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

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

English Language Teaching ◽

10.5539/elt.v10n4p53 ◽

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.

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

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.971-973.2677 ◽

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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A Study of Language Anxiety among English Language Learners in Saudi Arabia

10.31235/osf.io/nk4em ◽

2019 ◽

Author(s):

Badia Muntazer Hakim

Keyword(s):

English Language Learners ◽

Language Learning ◽

Language Learners ◽

English Language ◽

Group Discussion ◽

Structured Interview ◽

Language Teachers ◽

Target Language ◽

Language Anxiety ◽

Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

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INTERACTIONS AMONG LEARNING STYLES, LANGUAGE LEARNING STRATEGIES AND GENDER OF EFL LEARNERS

SALEE: Study of Applied Linguistics and English Education ◽

10.35961/salee.v1i01.79 ◽

2020 ◽

Vol 1 (01) ◽

pp. 67-82

Author(s):

Rizka Nurul Atika

Keyword(s):

Learning Styles ◽

Language Learning ◽

Learning Strategies ◽

Foreign Language Learning ◽

Social Strategies ◽

Language Learning Strategies ◽

Visual Style ◽

The Difference ◽

Correlational Method ◽

And Gender

Many studies have investigated isolated dimensions of learning styles (e.g. field independence/dependence) for their role in foreign language learning, but relatively few studies have used a comprehensive learning styles instrument to determine predictors of language learning strategies used by students. Hence, employing the descriptive and correlational method, this study aimed to identify students’ minor, major, and negligible learning styles, students’ usage of language learning strategies, the difference in the learning styles and language learning strategies based on gender, and the relationships among those three variables. A total of 30 students enrolling in the first year of senior high school were given two kinds of questionnaire, the Indonesian version of PLSQ and SILL. The result revealed gender differences only occurs in compensation strategy, in favor of female students. Furthermore, the correlational study revealed significant relationships between visual style and cognitive and metacognitive strategies; between auditory style and cognitive and compensation strategies. Moreover, social strategies are correlated with tactile, group, and individual styles. These findings are useful for both teacher and student to employ strategies suitable with their learning styles.

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VOCABULARY ACQUISITION AMONG ESL LEARNERS: A LOOK AT STRATEGIES AND BARRIERS

European Journal of English Language Teaching ◽

10.46827/ejel.v6i2.3431 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Noor Hanim Rahmat ◽

Eliyas S. Mohandas

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Target Language ◽

C Language ◽

Vocabulary Strategies ◽

Learning Barriers ◽

Vocabulary Learning Strategies ◽

Higher Institution ◽

Esl Learners

Having good vocabulary can help language learners go a long way towards mastering their target language. Language learners need to know both grammatical aspects as well as the meaning of words in order to communicate effectively. This study investigates the vocabulary learning strategies and also language learning barriers of undergraduates in a higher institution of learning. The instrument used for this study is a survey. The survey has three main sections; (a) personal details, (b) vocabulary strategies, and (c) language learning barriers. Data collected is analysed using SPSS and presented in the form of mean scores. Findings revealed that learners use vocabulary strategies such as metacognitive, guessing, dictionary, note-taking and rehearsal strategies. Findings also revealed that language barriers such as effective, environment and motivation can hinder learners’ learning of vocabulary of the target language. Article visualizations:<img src="/-counters-/edu_01/0767/a.php" alt="Hit counter" />

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The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia

International Journal of English Linguistics ◽

10.5539/ijel.v9n1p69 ◽

2018 ◽

Vol 9 (1) ◽

pp. 69

Author(s):

Sulaiman Alnujaidi

Keyword(s):

Saudi Arabia ◽

Learning Styles ◽

Language Learning ◽

Perceptual Learning ◽

Learning Strategies ◽

College Level ◽

Language Learning Strategies ◽

Efl Students ◽

Perceptual Learning Styles ◽

The Relationship

This study investigated the relationship between EFL students’ Perceptual Learning Styles (PLS) and their Language Learning Strategies (LLS). A group of (155) college-level EFL students in Saudi Arabia was surveyed. Reid’s learning styles model was employed to identify the participants’ PLS. Oxford’s language learning strategies model was used to identify the participants’ LLS. The study’s results showed that the most preferred learning styles among students were kinesthetic, auditory, and group PLS respectively. It was also found that the most frequently used language learning strategies among students were metacognitive, social, and cognitive LLS respectively. The study revealed a statistically significant relationship between participants’ perceptual learning styles and their language learning strategies.

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The Study of Strategies in Learning English and English Academic Achievement

ENGLISH FRANCA Academic Journal of English Language and Education ◽

10.29240/ef.v5i2.3364 ◽

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).

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