scholarly journals Effects of English Language Proficiency on the Choice of Language Learning Strategies by Saudi English-major Undergraduates

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Choudhary Z. Javid ◽  
Turki S. Al-thubaiti ◽  
Awwadh Uthman
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
English Major ◽  
English Major Undergraduates

scholarly journals Do Cultural Intelligence and Language Learning Strategies Influence Students’ English Language Proficiency?

2018 ◽  
Vol 9 (3) ◽  
pp. 655
Author(s):  
Noor Rachmawaty ◽  
M. Basri Wello ◽  
Mansur Akil ◽  
Syarifuddin Dollah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Cultural Intelligence ◽  
English Language ◽  
Learning Strategy ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
Relationship Of

Cultural Intelligence (CQ) is believed as an additional type to the existing forms of intelligence (IQ, EQ). It also explains why some individuals are more effective than others in culturally diverse situations. Studies have documented how successful language learners seem to use wider variety of language learning strategies than unsuccessful learners. Having these two important aspects in relation to the successfulness of acquiring foreign language thus this study is intended to explore the relationship of Cultural Intelligence, Language Learning Strategy and English Language proficiency. The study involved 87 second-year students of English Department, Mulawarman University. Data were gathered using The Cultural Intelligence Scale (CQS), The Strategy Inventory for Language Learning (SILL) and TOEFL. Descriptive and inferential statistics using SPSS 20 were used in the process of data analysis. The result reveals that CQ level of the students is medium (M=51.984) with metacognitive and motivational as dominant factors for both male and female students. The data shows that there is a significant relationship between CQ and LLS (F= 13.082, p= 0.001). This result confirms the previous studies that culture influences the frequency and type of LLS use. As for strategy categories, metacognitive is the most frequently used strategy (M=3.704) and affective is the least frequently used (M=3.080). The students’ proficiency level is ranging from elementary (25.29%) to advanced (8.05%). The dominant level is low intermediate. The data recorded that there is no correlation among cultural intelligence, language learning strategies and English language proficiency (F=1.208, p= 0.304).

scholarly journals Language Learning Strategy Use and English Language Proficiency

2018 ◽  
Vol III (II) ◽  
pp. 439-453
Author(s):  
Akbar Ali ◽  
Aleena Zaman ◽  
Fatima Alam Khan
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Strong Relationship ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
Mean Values ◽  
Learning Strategy Use

The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels (low, medium and high proficiency). The data analysis revealed that there is a strong relationship between English language proficiency and the use of language learning strategies.

scholarly journals PROFICIENCY LEVEL AND LANGUAGE LEARNING STRATEGIES AMONG JORDANIAN STUDENTS AT UNIVERSITI UTARA MALAYSIA

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Eshraq Mahmoud Mustafa Jaradat ◽  
Haryati Bakrin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
Proficiency Level ◽  
Language Learning Strategy ◽  
Universiti Utara Malaysia

This study examines the relationship between proficiency level and language learning strategies (LLSs) among Jordanian students enrolled at Universiti Utara Malaysia. The frequency level of the LLSs employed by the students was also investigated. The theoretical foundation for the study was provided by three comprehensive theories which are the Behaviorism, the Cognitive Psychology, and the Schema Theory. The data for the LLSs was obtained from using Oxford’s (1990) Strategy Inventory for Language Learning (SILL) that classifies six different strategies: 1) Memory Strategy (MS), (2) Cognitive Strategy (COG), (3) Compensation Strategy (COMPS), (4) Metacognitive Strategies (MET), (5) Affective Strategy (AFCS) and (6) Social Strategies (SOC).  The frequency of the students’ overall use of LLSs was determined on a five-point Likert scale, ranging from high frequency use (3.5-5.0), medium frequency use (2.5-3.49), to low frequency use (1.0-2.49). Questionnaires were distributed and collected from a total of 97 students. Meanwhile, the students’ level of language proficiency was determined by their scores in the UUM English Language Proficiency Test (ELPT). Upon using the multiple regression analysis, the results show that the students used language learning strategies at a high frequency level. In addition, this study shows that there is a positive relationship between language learning strategy and proficiency level. These results indicate that proficiency level plays a vital role in determining the kinds of language learning strategy used. Curriculum designers and related bodies in Jordan should increase focus on the role of language learning strategies in promoting the acquisition of English language proficiency. The study also opens up avenues for more studies on language learning strategies not only in Jordan, but also in other countries where this area of study is lacking.

scholarly journals Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students

2018 ◽  
Vol 9 (4) ◽  
pp. 59
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Proficiency Level ◽  
Learning Strategy Use

To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males). The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students.

scholarly journals Effects of Proficiency and Motivation on the Choices of Language Learning Strategies

2012 ◽  
Vol 2 (3) ◽  
pp. 179
Author(s):  
Attapol Khamkhien
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
English Language Teaching ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Future Planning ◽  
Efl Learners ◽  
Common Learning

The objectives of this investigation were twofold: 1) to identify language learning strategies commonly used by Thai EFL learners, and 2) to determine the roles of three variables contributing to their strategy use: language proficiency and motivation. A set of questionnaires consisting of the Strategy Inventory for Language Learning (SILL), and the Motivated Strategies for Learning Questionnaire (MSLQ) was given to 1,405 Thai university students studying English. The analysis revealed that, in general, memory strategies were found to be the most common learning strategies, whereas social strategies were the least common. Motivation was reported to be the most significant variables affecting their choices of language learning strategies. The analysis revealed certain elucidating facts that can be utilized in future planning of English language teaching to improve the English performance of Thai learners.

Sign in / Sign up

Export Citation Format

Share Document