scholarly journals Strategies for Better Learning of English Grammar: Chinese vs. Thais

2018 ◽  
Vol 11 (3) ◽  
pp. 24
Author(s):  
Patnarin Supakorn ◽  
Min Feng ◽  
Wanida Limmun
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
High Achievers ◽  
Future Research ◽  
School Students ◽  
Grammar Learning ◽  
National Differences ◽  
The Social ◽  
Thai Students

The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach to learning strategies. To fill in these gaps, this study aimed at finding the grammar learning strategies adopted by high school students as well as exploring the national differences between Chinese and Thai students. The results showed that in general the strategies significantly taken up by the high achievers in the grammar test included the metacognitive, the memory, the social and the cognitive. In terms of the national differences, the strategies that characterized the Thai students were the social and the affective. Regarding the Chinese, even though they generally applied all strategy categories at lower frequencies, they were found to prefer different sub-strategies in the following three categories: memory (revision and space reliance), cognitive (note taking) and metacognitive (lesson preview). The findings lead to implications for learners of grammar, interesting future research in grammar strategies and culturally responsive grammar teaching.

scholarly journals An Investigating Students’ Perception on Asynchronous Online Language Learning during COVID-19 Pandemic: An Exploratory Study

2021 ◽  
Vol 8 (2) ◽  
pp. 291-302
Author(s):  
Zakie Mahri Prasojo ◽  
Mansyur Srisudarso
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Exploratory Research ◽  
Vocational High School ◽  
School Students ◽  
Asynchronous Online Learning ◽  
The Subject ◽  
Rich Data

The aims of this study are to investigate the perceptions of two vocational high school students majoring Animation and Accounting about asynchronous online learning during pandemic and how they overcome the challenges faced. This study used qualitative exploratory research design by conducting observation, interview and documentation to get rich data of the subject under focus. Moreover, the researcher used thematic analysis to analyse the data collected by following six steps proposed by Braun et al. (2019). The findings showed that asynchronous online learning strategies seemed to not fit the participants. The students more preferred learning that is conducted synchronously which for some students is perceived as a burden as they have to deal with the problem of internet data. Other findings also indicated that students who still had problem with material given were likely to have discussion with other students as an effort to overcome one of the challenges faced.

Personality Type, Perceptual Style Preferences, and Strategies for Learning English as a Foreign Language

2012 ◽  
Vol 40 (9) ◽  
pp. 1501-1510 ◽  
Author(s):  
Mei-Ling Chen ◽  
Li-Mei Hung
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Personality Type ◽  
Learning Preferences ◽  
School Students ◽  
Significant Relationships

We investigated the influence that personality type has on perceptual learning style preference and language learning strategies. Participants were 364 senior high school students in Taiwan who were studying English as a foreign language. The instruments used to collect data were the Myers-Briggs Type Indicator (Myers & McCaulley, 1985), the Perceptual Learning Preferences Survey (adapted from Kinsella's 1995 survey), and the Strategy Inventory for Language Learning (Oxford, 1990). Results showed significant relationships between language learning strategy and the introverted/extroverted personality type. Significant relationships were also found between the sensing/intuitive personality type and memory, compensation, social, and metacognitive strategies.

scholarly journals Language learning strategies and extraversion/introversion in the EFL context

2021 ◽  
Vol 51 (1) ◽  
pp. 321-337
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Personality Types ◽  
Second Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Novi Sad

Due to the fact that extraverted and introverted personalities behave and react rather differently, especially in the context of foreign language learning, teachers and learners often believe that these two personality types have different learning habits and require different learning environments. This is often reflected in different choices of language learning strategies that these two personality types make, which has already been proven in several research studies. However, these studies did not investigate the selection of language learning strategies in connection to extraversion/introversion among high school students, so this paper aims to determine any possible links for this age group. In order to do that the research relies on the EPQR-S to determine the students' personality type and Strategy Inventory for Language Learning to determine the participants' strategy preference. The participants who took part in this research were sixty first- and second-grade students aged 15 to 17 from a medical high school in Novi Sad. The results from this research were analyzed quantitatively and, based on the results, it can be concluded that there are differences in strategy selection. Extraverts use compensation strategies most frequently, while affective strategies are reported to be the least frequently used. Introverts, on the other hand, report the highest use for metacognitive strategies and the lowest for affective strategies, similar to extraverts.

scholarly journals Tourism Vocational High School Students' Online EFL Learning Experience during COVID-19 Pandemic

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Eka Prasetio ◽  
Joko Priyana
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Structured Interview ◽  
Vocational High School ◽  
Language Learning Strategies ◽  
School Students ◽  
Efl Learning

This study aimed to explore the tourism vocational high school (VHS) students' experience of EFL learning during the COVID-19 pandemic. A qualitative study was utilized to obtain 20 students' experience. The data were obtained from grades 10 and 11 students of tourism VHS in Yogyakarta. A semi-structured interview was conducted, and verbatim transcripts were analyzed using inductive and thematic analysis approaches. Three major themes were identified from the students' experiences, namely (a) how they conducted the EFL teaching and learning, (b) language learning strategies, and (c) perceptions of online EFL learning. It was found that students have made use of all available resources. This study suggests that students have used appropriate language learning strategies for online EFL learning, such as cognitive, metacognitive, resource management, and social strategies. Their perceptions toward EFL online learning were mainly positive. However, students still prefer face-to-face learning to online learning.

scholarly journals Pengaruh Strategi Pembelajaran dan Motivasi Berprestasi Terhadap Hasil Belajar Siswa SMA

Kappa Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 80-87
Author(s):  
Tsamarul Hizbi ◽  
◽  
Sapiruddin Sapiruddin ◽  
Badrul Wajdi ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
High Achievers ◽  
Low Achievement ◽  
School Students ◽  
Physics Learning ◽  
The Difference

This study aims to determine; (1) The difference between the physics learning outcomes of high school students who were taught using inquiry strategies and those taught with group investigation, (2) The effect of the interaction between learning strategies and achievement motivation on learning outcomes of high school students, (3) Differences in learning outcomes of high school students who have motivation High achievers were taught with inquiry strategy with students who were taught by group investigation., (4) Differences in physics learning outcomes of high school students with low achievement motivation were taught using inquiry strategy with students who were taught with group investigation (1) There were differences in physics learning outcomes for high school students those who were taught with inquiry strategies with students who were taught with group investigation., (2) There was an interaction effect between learning strategies and achievement motivation on the learning outcomes of high school students., (3) There were differences in physics learning outcomes for high school students with high achievement motivation to be studied. show with the Inquiry strategy with students who were taught with group investigation., (4) There was no difference in the results of studying physics for high school students who had low achievement motivation learned by inquiry strategy with students who were taught with group investigation.

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.

scholarly journals Extrovert versus Introvert Students: What EFL Learning Strategy do They Use?

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Eko Noprianto
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Senior High School ◽  
School Students ◽  
Language Learning Strategy ◽  
Senior High School Students

<em>Since Indonesian students come from different cultures, languages and personality traits as well, recognizing their personality traits and their language learning strategy choice might be effective to help teacher design an effective teaching strategies to achieve learning objectives. This study was intended to find out (1) what personality traits Indonesian senior high school students fell into, and (2) to investigate what language learning strategies introvert and extrovert students used highly frequently. The 58 participants aged from sixteen to eighteen years old who were from the third grade of senior high school and were all from science class were given eighteen statements of McCroskey’s introversion scale to categorize them into extrovert and introvert and were administered with 32 statements of English Language Learning Strategy Inventory or ELLSI to see their learning strategy. The data were analyzed by means of descriptive statistics in terms of mean frequencies and statistical differences. The finding revealed that majority of senior high school students majoring science study program fell into introvert with 89.6% (52 students). Besides, extrovert students used more language learning strategy highly frequently than introvert students with eight items compared to introvert students with only five items. Interestingly, both extrovert and introvert students share four strategy items in common. Although it is statistically not significant (ρ &gt; 0.05), the finding also shows that extrovert students seemed to use affective strategy more than introverts who used memory strategy highly frequently.</em>

scholarly journals Applying Language Learning Strategies in the Foreign Language Listening Comprehension: A Study of Islamic Senior High School Students

1970 ◽  
Vol 5 (1) ◽  
pp. 31-41
Author(s):  
DIAN PERTIWI
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Listening Comprehension ◽  
Pearson Correlation ◽  
Senior High School ◽  
Language Learning Strategies ◽  
School Students ◽  
Comprehension Test

The main purpose of the present study was to empirically investigate the possible correlation and the influence between students’ language learning strategies and listening comprehension. The population of this study was 138 eleventh grade students of Islamic Senior High School number 2 Palembang. The sample was all of eleventh grade students in social class. The total number of the student was 138. Since 16 students were absent, so the sample consisted of 122 students. To collect the data in order to measure the students’ language learning strategies and listening comprehension, SILL (strategy inventory in learning language) and listening comprehension test from TOEFL Junior test were used in this study. The Pearson correlation was used in analyzing the data using SPSS 16. The result from questionnaire showed that most of the students used metacognitive strategies were in medium level and sometimes used language learning strategies. The result from listening comprehension test showed that most of the students were in very poor level. Furthermore, there was no significant correlation between the two variables that can be seen from the correlation coefficient or r-obtained (-.011) was lower than r-table (0.1779) then the level of probability or sig. value (.902) was higher than .05. From the result, it can be concluded that there was no significant correlation between language learning strategies and listening comprehension of eleventh grade students of Islamic Senior High School number 2 Palembang.

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