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.

Memory Strategies as Predictor of Communication Skills of Fast Intermediate Learners

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
LUNINGNING A. TECSON ◽  
CHERRYL T. GABATILLA
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research Design ◽  
Communication Skills ◽  
Predictive Value ◽  
Quantitative Research ◽  
English Language ◽  
Language Learning Strategies ◽  
Memory Strategies ◽  
Intermediate Learners

English language is considered the most common medium of communication around the world however, it has been observed that English language proficiency among students is rapidly declining. The decline in English proficiency is also prevalent even among students who were said to excellent in grammar form and structure. This study was conducted to ascertain the relationship between the language learning strategies (LLS) and communication skills of the fast intermediate learners in Southern Philippines involving 76 respondents. The respondents were the entire population of the intermediate group in the Special Education (SPEd) Fast Learners program. Further, the study aimed to describe whether the LLS has significant predictive value on the students’ communication skills. In this study, two types of questionnaires were utilized. The first was the Strategy Inventory of Language Learning (SILL) questionnaire. The second part of the questionnaire dealt with communication skills. Employing non-experimental descriptive quantitative research design using correlational technique and utilizing Pearson-r and regression as statistical tools, result showed a significant relationship between language learning strategies and communication skills. The study concludes that only memory strategies indicator had a significant predictive value on students’ communication skills.Keywords: Linguistics, Language learning strategies, communication skills, non experimentaldescriptive quantitative research design, Southern Philippines

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.

Facilitating Japanese College Students’ Autonomous Learning Outside the English Classroom

2017 ◽  
Vol 41 (5) ◽  
pp. 3
Author(s):  
Tomoko Yabukoshi ◽  
Kazue Kato
Keyword(s):  
College Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Proficiency Test ◽  
English Proficiency ◽  
Autonomous Learning ◽  
Learning Goals ◽  
Learning Support ◽  
Language Learning Strategies ◽  
English Classroom

This study explored the effectiveness of an autonomous learning support program implemented with 23 Japanese college students to promote self-instructed English learning outside the classroom. The program incorporated the following five learning activities: language learning strategies, setting goals, making plans, reflecting and self-evaluating, and receiving feedback from an English teacher, all of which have been considered significant elements of autonomous learning (Benson, 2011; Holec, 1981). At the end of the program, an original questionnaire was administered to the students. English proficiency test scores and evaluation sheets recorded by their teachers were also collected. Analyses of the data showed that: (1) the program had positive impacts on out-of-class learning, such as increasing student motivation, clarifying learning goals, increasing study time, and improving English proficiency; and (2) the students were likely to have difficulties following their study plans when they had less contact with their teachers and classmates. 外国語教育では様々な自律学習支援が教員によって実施されている。本論では日本人EFL大学生23名を対象とした教室外での自律学習支援プログラムの有効性を調査した。プログラムでは先行研究に基づいて、(A)英語学習方略の紹介、(B)学習目標の設定、(C)学習計画の作成、(D)学習の反省と自己評価、(E)教員によるフィードバックの5つの活動を実践した。プログラム終了後、参加者に質問紙を配布し、各活動の有用性や自身の自律学習の変化について尋ねた。さらに教員による学習者評価シートや英語能力テストスコアのデータも収集した。分析の結果、本プログラムの有効性として、参加者の学習意欲の向上、学習目標の明確化、学習時間の増加、英語能力の向上が示唆された。一方、計画的学習の遂行は、教員やクラスメートとの接触が少ない時期に計画の遂行度が低いことが確認された。

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 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.

On Chinese Cultural Penetration in College English Reading Teaching

2018 ◽  
Vol 8 (12) ◽  
pp. 1684
Author(s):  
Ling Wang
Keyword(s):  
Language Learning ◽  
Chinese Culture ◽  
Traditional Culture ◽  
Cultural Knowledge ◽  
College English ◽  
Chinese Traditional Culture ◽  
English Reading ◽  
Traditional Chinese Culture ◽  
Culture Teaching ◽  
Reading Teaching

English reading teaching in college is an important aspect in cultivating students' listening, speaking, reading and writing skills, as well as a vital way to cultivate students' ability of using language. Many scholars have proved that language teaching and culture teaching are inseparable in reading teaching. The cultural penetration in English is emphasized by language researchers. However, a number of teachers pay more attention to words and difficult sentences in English reading teaching, they ignore Chinese traditional culture factors in reading materials and the importance of the traditional Chinese culture teaching in college. college stage is a key period of language learning. At this period, they should gradually understand Chinese traditional culture. It is a prerequisite for college students to strengthen their Chinese cultural knowledge in English learning. However, there are a few studies on the penetration of traditional Chinese culture in college English reading teaching. According to this situation, the author consults many literature surveys of recent years. From the viewpoints of students, teachers and teaching materials, the paper shows the present situation of the Chinese cultural penetration in college English reading teaching. According to the results of study, the paper puts forward some relevant teaching principles and approaches about how to conduct Chinese cultural penetration in English reading teaching.

Sign in / Sign up

Export Citation Format

Share Document