Language Learning Strategies: A Key Factor to Improvement of TOEFL Candidates’ Reading Comprehension Ability

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Khalil Motallebzadeh ◽  
Neda Mamdoohi
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Comprehension Ability ◽  
Key Factor ◽  
Reading Comprehension Ability

scholarly journals Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

2021 ◽  
Vol 7 (2) ◽  
pp. 83-107
Author(s):  
Alejandra Montero-SaizAja
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
12Th Grade ◽  
Key Factor ◽  
Second Year ◽  
Gender Based

Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.  

On the Relationship between Critical Thinking Ability, Language Learning Strategies, and Reading Comprehension of Male and Female Intermediate EFL University Students

2016 ◽  
Vol 6 (6) ◽  
pp. 1241 ◽  
Author(s):  
Amir Marzban ◽  
Zahra Barati
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Strategy Use

This study was going to investigate the relationship between critical thinking ability, language learning strategies, and reading comprehension of male and female Iranian intermediate EFL university students majoring in English translation and English teaching at Tehran Azad University, South Branch. The participants chosen were 100 EFL learners that after homogenizing 79 remained. This study was a correlational one. For the purpose of this study, California Critical Thinking Skill Test (CCTST), Strategy Inventory for Language Learning (SILL), and reading section of the TOEFL test were administered. Data were analyzed based on the questionnaires and they were submitted to the Statistical Package for Social Sciences (SPSS) version 22.0 for analysis. The Pearson- product moment correlation proved that there was a significant positive relationship between critical thinking ability and reading comprehension, as well as a positive relationship between language learning strategies and reading comprehension was found. Reading comprehension was considered as dependent variable. Finally, in order to find whether there was any difference between males and females in terms of critical thinking ability and their language learning strategy use an independent sample t-test was run. The findings revealed that there was not any significant difference between the performances of male and female participants in terms of critical thinking and their language learning strategy use. The findings of this study will be helpful for material developers, syllabus designers and EFL teachers.

Language Learning: Reading Comprehension, Motivation, Strategies, And Academic Achievement

2020 ◽  
Vol 8 (6) ◽  
pp. 32-36
Author(s):  
Annie A. Parmis ◽  
Rose B. Bandalan ◽  
Jade C. Clerigo
Keyword(s):  
Academic Achievement ◽  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategies ◽  
Significant Relationship ◽  
Meaning Making ◽  
Reading Motivation ◽  
Language Learning Strategies ◽  
Work Avoidance ◽  
Do So

This study was focused on language learning in terms of reading motivation and comprehension as well as with language learning strategies in relation to academic achievement of college students at the Visayas State University (VSU). The first set of respondents composed of forty-eight (48) Bachelor of Arts in English Language (AB-EL) students took a reading comprehension test and answered a reading motivation survey adopted from Wigfield and Guthrie (1997). The second set of respondents composed of thirty-one (31) Spch 11 (Speech Communication) students answered a survey on language learning strategies adopted from Oxford (1990). The study followed a descriptive survey design. Data were analyzed using descriptive statistics. Spearman's Rho was also used for correlation analyses. With regard to the reading motivation and comprehension of the AB-EL students, results showed that among the 11 aspects of the Motivation for Reading Questionnaire (MRQ), three of them emerged as having a significant relationship with reading comprehension. These are "challenge", "compliance" and "reading work avoidance". "Challenge" is positively correlated while "Compliance" and "Reading Work Avoidance" are negatively correlated to reading comprehension. This result implies that those who feel challenged while engaging in the reading selection have a higher level of reading comprehension. However, those who read because they are required to do so have a lower reading comprehension than those who read because they choose to do so. Also, those who tend to read to escape from work  have a lower level of reading comprehension. Therefore, one's reading motivation can in a way affect his or her reading comprehension. Among the three factors that have a significant relationship with reading comprehension, "Compliance" is considered to be the most influential to students' reading comprehension. Therefore, reading to accomplish a requirement has a greater negative effect on the students' reading comprehension than reading to have an excuse to escape from work. It is disadvantageous because reading for the sake of completing or accomplishing a requirement or task is not the ideal expectation when someone reads for comprehension. Reading for comprehension embodies everything from meaning-making to experiential learning. Meanwhile, with regard to the language learning strategies in relation to the academic achievement of Spch 11 students, findings revealed that only Affective Strategies correlate with the students' academic achievement ("good" to "very good"). This implies that all the other language learning strategies covering Memory, Cognitive, Compensation, Metacognitive, and Social are independent to the respondents'  academic achievement. Therefore, this study concludes that the affective factors have something to do with one's language learning strategy. Affective strategies tend to have a powerful influence on the techniques to help students control their emotions, attitude, motivation, and values, thus facilitating one's language learning.

The Correlation Between Perceptions on the Use of Online Digital Interactive Media and Reading Comprehension Ability

2021 ◽  
Vol 10 (4) ◽  
pp. 292-319
Author(s):  
Patuan Raja ◽  
Ag Bambang Setiyadi ◽  
Fajar Riyantika
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching And Learning ◽  
Interactive Media ◽  
Digital Learning ◽  
British Council ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
The Media ◽  
Reading Comprehension Ability

The use of online interactive media in English teaching and learning has been significantly increasing since past few years. The media got more popular after distant or online learning was encouraged during the COVID-19 pandemic. The emergence of digital learning management systems such as Edmodo, Google Classroom, and Moddle further intensified the implementation of not only education-based platforms such as British Council and Quizziz, but also popularized non-education media such as YouTube, Instagram, and Twitter which were intentionally designed for entertainment. This research is designed to foster students’ perceptions on the use of online digital interactive media and correlate the perceptions with their reading comprehension ability. A total of 41 students from different middle and high schools, who lived in various orphanages, participated in this research. Close-ended Likert-scale questionnaire was distributed to obtain the data of students’ perceptions while reading comprehension test was adapted from British Council and implemented to see the correlation between the students’ perception and their reading comprehension ability. The finding shows that more than 75% of the students believed that online digital interactive media were very crucial and helpful in language learning process. Moreover, the mean score of the reading comprehension test indicated positive correlation between students’ perceptions and their reading comprehension ability. This study implies foster students’ perceptions in the use of online interactive media highly correlate with their reading comprehension performance.

scholarly journals Reading Comprehension in Face-to-Face and Web-Based Modalities: Graduate Students’ Use of Reading and Language Learning Strategies in EFL1

2011 ◽  
Vol 13 (2) ◽  
pp. 11 ◽  
Author(s):  
Fabio Alberto Arismendi Gomez ◽  
Doris Colorado López ◽  
Luisa Fernanda Grajales Marin
Keyword(s):  
Reading Comprehension ◽  
Graduate Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Reading Strategies ◽  
Law Students ◽  
Language Learning Strategies ◽  
Web Based ◽  
Face To Face ◽  
Depth Interviews

Few studies in Colombia have explored and compared students’ reading comprehension processes in EFL, in different modalities ofinstruction. This article reports on some findings of a larger study in which two groups of graduate Law students took a reading comprehensioncourse in English, delivered in two different modalities of instruction: face-to-face and web-based. Both courses were served by an English teacherfrom the School of Languages at Universidad de Antioquia. The data gathered from class observations, in-depth interviews, questionnaires, tests,the teacher’s journal and data records in the platform provided insights about the students’ use of reading and language learning strategies inboth modalities. Findings suggest that students applied the reading strategies explicitly taught during the courses and some language learningstrategies for which they did not receive any instruction.

Sign in / Sign up

Export Citation Format

Share Document