Use of Learning Strategies by EFL Learners: A Study of How It Relates to Language Proficiency and Learner Autonomy

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.

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Learner Autonomy and its Existing Practices: A Comparison between EFL Students of Various Disciplines in the Context of Pakistan

Global Social Sciences Review ◽

10.31703/gssr.2020(v-i).60 ◽

2020 ◽

Vol V (I) ◽

pp. 596-608

Author(s):

Ayesha Butt ◽

Faisal Anis ◽

Amna Yousaf

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Foreign Language Learning ◽

Learner Autonomy ◽

Language Learning Strategies ◽

Efl Learners ◽

The Arts ◽

Science Group ◽

Efl Students

Learner autonomy refers to a state where a learner seeks the understanding of the concepts more independently, takes charge of his own learning and becomes more motivated and self-supportive towards the learning procedures. The present study explored the existing practices of EFL learners with reference to autonomy practices, in the context of Punjab, Pakistan. The autonomy of the learners was examined through their use of foreign language learning strategies. The sample of the study consisted of 104 university students from arts and science groups. The results indicated that the students of science group were using more autonomous learning strategies as compared to the arts group.

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A Comparative Study of Vocabulary Learning Strategies Employed by Iranian Undergraduate and Postgraduate EFL Learners with a Focus on Motivation

Indonesian Journal of EFL and Linguistics ◽

10.21462/ijefll.v1i1.2 ◽

2016 ◽

Vol 1 (1) ◽

Cited By ~ 1

Author(s):

Abdullah Sarani ◽

Habib Shirzaei

Keyword(s):

Learning Strategies ◽

Language Proficiency ◽

Major Part ◽

Language Skills ◽

Vocabulary Learning ◽

Efl Learners ◽

Reading And Writing ◽

Vocabulary Learning Strategies ◽

Significant Difference ◽

Efl Teachers

Vocabulary is viewed as a major part of language proficiency as it allows learners to use four language skills: listening, speaking, reading, and writing. The present study was carried out to compare Iranian undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. After that the study tried to see if there was any difference between highly-motivated and low-motivated learners with regard to vocabulary use. Finally, it aimed at investigating the differences between the Iranian EFL male and female learners’ use of vocabulary learning strategies. A group of 150 Iranian undergraduate and postgraduate EFL learners (75 males and 75 females) both at BA and MA levels from Zahedan universities were selected randomly. The participants’ ages ranged between18 to 42. The data were obtained through two questionnaires: Taxonomy of Vocabulary Learning Strategies developed by Schmitt (1997) and Gardner’s (1985) Attitude/ Motivation Test Battery (AMTB). The findings of the study showed that there was a significant difference between undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. Also, there was a difference between highly-motivated learners and low-motivated learners’ use of vocabulary learning strategies. Moreover, the results showed that the interaction between the learners’ gender and motivation was significant. The results are theoretically and pedagogically significant for EFL teachers and applied linguists

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Fostering Learner Autonomy through Foreign Language Learning Strategies among Pakistani EFL Learners

Global Language Review ◽

10.31703/glr.2019(iv-ii).07 ◽

2019 ◽

Vol IV (II) ◽

pp. 41-49

Author(s):

Ayesha Butt ◽

Uzma Quraishi ◽

Sameera Ayub Bhatti

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Foreign Language Learning ◽

Learner Autonomy ◽

Active Engagement ◽

Language Learning Strategies ◽

Efl Learners ◽

Language Classrooms ◽

Efl Students

Learner autonomy refers to the practical situations and interventions of learning, where individual independence of a learner is given more attention (Smith, 2008). Learner autonomy (LA) can be promoted in foreign language classrooms by using foreign language learning strategies and it can pave the way for successful learning outcomes (Kim, 2013). Foreign language learning strategies (FLLS) are the behaviors, techniques and active engagement of learners (Ellis, 2008). The present study identified the foreign language learning strategies (FLLS), used by the Pakistani students at the tertiary level, where they were found to be unaware of the phenomena. Then a learner-training program based on FLLS was designed and implemented on the sample of 50 EFL students to foster autonomy. The research through an experiment of intervention found the effectiveness of the program with reference to LA development, the enhanced use of FLLS by students and the stimulation of their interest.

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Learner autonomy and English proficiency of Indonesian undergraduate students

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i2.5677 ◽

2021 ◽

Vol 16 (2) ◽

pp. 803-818

Author(s):

M. Melvina ◽

J. Julia

Keyword(s):

Language Proficiency ◽

Undergraduate Students ◽

English Language ◽

English Proficiency ◽

Learner Autonomy ◽

Efl Learners ◽

Teachers And Students ◽

The Relationship ◽

Political Variables ◽

Sociocultural Variable

This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were collected through a learner autonomy questionnaire and English language skills scores. The outcome of the research showed that the variables in this research model had a very good relationship. In addition, the results of hypothesis testing indicated that the technical, psychological, and political variables had a positive and significant effect on English proficiency, while the sociocultural variable did not show either a positive or a significant influence on English proficiency. The finding suggested that both teachers and students should be aware of the important roles of learner autonomy to improve English proficiency. In addition, it mandatory to equip students with learner training to become learners that were more autonomous. Keywords: Autonomous learner, English proficiency, learner autonomy, learner training, undergraduate students, SEM-PLS.

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Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

American International Journal of Humanities, Arts and Social Sciences ◽

10.46545/aijhass.v2i2.92 ◽

2020 ◽

pp. 1-10

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Quantitative Research ◽

English Language ◽

Vocabulary Learning ◽

Vocabulary Knowledge ◽

Social Strategies ◽

Efl Learners ◽

New Words ◽

Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

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