scholarly journals The Relationship between Iranian EFL Learners’ Use and Preferences of Language Learning Strategies and Their Meta-Knowledge and Tasks of Pragmatic Competence

2017 ◽  
Vol 7 (1) ◽  
pp. 142
Author(s):  
Khadijeh Najafi ◽  
Firooz Sadighi ◽  
Mohammad Sadegh Bagheri ◽  
Lotfollah Yarmohammadi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Pragmatic Competence ◽  
Fars Province ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
The Mean ◽  
The Relationship

The present study investigated the relationship between Iranian EFL learners’ use and preferences of language learning strategies and their meta-knowledge and the tasks of pragmatic competence. Quick Oxford Placement Test, version 2 (2004) was administered and 120 upper-intermediate EFL university students majoring in English translation and TEFL were recruited from the available branches of the Islamic Azad University, Fars province. Likewise, a questionnaire entitled Iranian EFL learners’ meta-knowledge and pragmatic tasks (2016) was used to explore EFL learners’ meta-knowledge and tasks of pragmatic competence and the mean score was calculated. Then, Oxford Strategy Inventory for Language Learning (1990) was used to analyze EFL learners’ use and preferences of language learning strategies and the mean score was calculated. Also, to examine any possible relationship between EFL learners’ use and preferences of language learning strategies and their meta-knowledge and pragmatic tasks, some correlations were run. The results of data analyses showed that Iranian EFL learners were moderate in meta-knowledge and tasks of pragmatic competence and in their use of language learning strategies in general. More detailed analyses of the data ranked the order of the applications of the strategies as: social strategies, meta-cognitive strategies, cognitive strategies, memory strategies, compensation strategies and affective strategies from the most to the least frequent strategies applied by the participants of the study. There was a significant medium positive relationship between meta-knowledge and tasks of pragmatic competence and meta-cognitive strategy. However, there were slight but significant positive relationships between meta-knowledge and tasks of pragmatic competence and compensation and affective strategies and no relationships between meta-knowledge and tasks of pragmatic competence and social, affective and compensation strategies.

scholarly journals The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 237-258
Author(s):  
Nurul Wahdah ◽  
Moh. Ainin ◽  
M. Abdul Hamid
Keyword(s):  
Language Learning ◽  
Personality Traits ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Arabic Language ◽  
Metacognitive Strategies ◽  
Openness To Experience ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
The Relationship

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia.  Eighty one students   were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and   the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and   openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3)  Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.

scholarly journals Saudi EFL Students’ Personality Types and Their Language Learning Strategies

2019 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Hanan K, Al-Dail ◽  
Nasser M, Freahat
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Personality Types ◽  
English Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
The Relationship

The purpose of this study was to examine the relationship between personality types and English language learning strategies, and to examine the pattern of English language learning strategies used by Saudi EFL university students. The sample of the study consisted of 68 EFL female students in the English department at Al-Imam Muhammad Ibn Saud Islamic University (IMSIU). Two instruments were used to collect the data; Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the Myers-Briggs Type Indicator (MBTI). The findings indicated that the participants were medium-high range strategy users and that the most frequently used strategy category among the six categories is metacognitive strategies followed by cognitive strategies, compensation strategies, social strategies, memory strategies, and finally, affective strategies. The observations indicated that there were some significant differences among students’ language learning strategy preferences based on their personality type. However, the relationship between the two variables is more complex and by no means direct and the reason was discussed in the research.

scholarly journals Effects of Language Learning Strategies and Learners’ Motivation on Students’ Learning Achievement

2015 ◽  
Vol 3 (2) ◽  
pp. 132 ◽  
Author(s):  
Hao-Yuan Cheng ◽  
Nai-Ying Chang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Course Performance ◽  
Test Analysis ◽  
New Information ◽  
Significant Difference ◽  
Group A ◽  
The Mean ◽  
The Relationship

<p>This study investigated whether learning strategies had made any impact on learners’ achievement and explored whether learning motivation was correlated with learning strategies. The participants of this study were the students from the EFL (English as a Foreign Language) intermediate level course at a college in Taiwan. The students were given a pretest and a posttest. The mean scores of these tests were compared with a SILL survey (Strategies Inventory for Language Learning) at the end of the investigation. The participants’ course performance was compared with their use of learning strategies. The assumption of the relationship between learning strategies and motivation is that motivated learners have a greater desire to seek out solutions or support from others and employ more strategies to process the new information. The results of this investigation revealed that only the memory strategies had a significant difference in the posttest of Group A on the independent sample t-test analysis.</p>

scholarly journals The Relationship between Language Learning Strategies and Lexical Complexity Measures

2021 ◽  
pp. 37-52
Author(s):  
Ervin Kovacevic
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
English For Academic Purposes ◽  
Language Learning Strategies ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
The Relationship

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

scholarly journals The Influence of the Economic Students’ Motivations and Language Learning Strategies towards Their English Achievement in STIE Muhammadiyah Palopo

2018 ◽  
Vol 5 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Muhammad Iksan ◽  
Dirham Dirham
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
First Year ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
First Year Students ◽  
Study Programs ◽  
High Motivation ◽  
English Competence

The aims of this research were: (1) to investigate the students’ motivations, (2) to investigate the language learning strategies (LLSs) that are used by the students, (3) to investigate the level of students’ LLSs usage, and (4) to investigate the influence of the students’ motivations and the level of students’ LLSs usage towards their English competence. This research gave descriptions about the students’ motivations, LLSs that are used by the students, and the level of students’ LLSs usage. The sample of this research was 111 students that were taken from three classes of the first year students from three study programs, i.e. Ilmu Ekonomi, Manajemen, and Akuntansi. This research revealed that the students were categorized into high motivated to learn English where 70 students (63%) had high motivation, 25 students (23%) had very high motivation, 13 students (12%) had medium motivation, and 3 students (3%) had low motivation. This research also found that the students were dominantly used metacognitive strategies (44%), followed by compensation strategies (18%), affective strategies (14%), social strategies (10%), cognitive strategies (8%), and the least used strategies were memory strategies (6%). For the level of the students’ language learning strategies usage, the researcher found that the students level were categorized into medium, where 78 students (70%) mediumly used the LLSs, 30 students (27%) highly used the LLSs, 2 students (2%) lowly used the LLSs, and 1 student (1%) very highly used the LLSs.

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

2020 ◽  
pp. 83-99
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Abdu Al-kadi ◽  
Ali Abbas Falah Alzubi ◽  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Technology Enhanced Learning ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
And Gender

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty

2013 ◽  
Vol 477-478 ◽  
pp. 1541-1544
Author(s):  
Yong Hong Sun ◽  
Xiao Wei Jiang ◽  
Ling Zheng ◽  
Xiang Dong Xu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Quantitative Research Methods

This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strategies, Affective strategies and Social strategies, and they generally do not use Memory strategies.

The Relationship between Emotional Intelligence and Learning Strategies among Iranian EFL Learners

2016 ◽  
Vol 6 (5) ◽  
pp. 952
Author(s):  
Laleh Taheri ◽  
Esmaeil Jadidi
Keyword(s):  
Emotional Intelligence ◽  
Stress Management ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Efl Learners ◽  
Positive Correlation ◽  
Memory Strategies ◽  
The Relationship ◽  
Personal Skill

The primary objective of this study was to investigate the relationship between Iranian EFL learners' emotional intelligence and their use of learning strategies. In so doing, one hundred English advanced learners of Iran Language Institute (ILI) at Shiraz branch (30 males and 70 females) were selected to participate in this study. The Bar-On (1980) Emotional Quotient Inventory questionnaire (EQ-I), and the Strategy Inventory for language Learning (SILL) (Oxford, 1990) were administered to determine the significance of the relationship between emotional intelligence and learning strategies. The results of correlation showed that there were positive significant relationships between some components of the two variables. The intra personal skill had positive correlations with memory strategies (r=.000, p<.05), cognitive strategies(r=.000, p<.05), metacognitive strategies(r=.006, p<.05), and social strategies(r=.02, p<.05).which showed that learners with intra personal skill use different learning strategies. There were also a positive correlation between social strategies with adaptability (r=.009, p<.05), and stress management (r=.004, p<.05). A positive correlation was also seen between memory strategies and stress management (r=.04, p<.05). The results of this study clearly depicts that among the emotional intelligence variables, intra personal skill got the highest relationship with components of learning strategies. This study has some pedagogical implications for researchers, teachers, policy makers, and educators.

scholarly journals Learning Strategies in Speaking Skill Applied by A Student in Second Grade of SMK Pelita Nusantara Kediri

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Diani Nurhajati ◽  
Alfianti Azizah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Target Language ◽  
Second Grade ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Speaking Skill ◽  
Asking Questions

Most of the students get difficulties when they want to communicate to others. It is caused many factors including the limited students’ vocabularies, pronunciation, the idea that they are delivered, and knowledge of grammar. To increase the students’ speaking ability, they usually apply certain strategies in learning. This research aims to investigate what strategies and how they are applied to solve the difficulties in speaking and increasing the ability of speaking.The subject of research is a student in second grade of SMK Pelita Nusantara Kediri. She is the best student of second grade and she always gets the best ranking. The writer did some observations and interview to get the data. There are two kinds of learning strategies that applied; they are direct strategies and indirect strategies. Direct strategies are language learning strategies that directly involve the target language, and indirect strategies are language learning strategies that support and manage language learning without directly involving the target language. Direct strategies that are applied are memory strategies that reflect very simple principles such as arranging things in order, making association, and reviewing, cognitive strategies that most important strategies are practicing, and compensation strategies which intended to make up for an adequate repertoire of grammar and, especially, of vocabularies. In indirect strategies that are applied are metacognitive strategies which provide a way for learners to coordinate their own learning process, affective strategies that help to regulate emotions, motivations, and attitudes, and social strategies that can help all learners increase their ability to empathize by developing culture understanding and becoming aware of others’ thoughts and feelings.It can be found that the strategies mostly  used were cognitive strategies and social strategies. Cognitive strategy used was practicing by repeating, recognizing and using formula and patterns, and practicing naturalistically. Social strategies used were asking questions and cooperating with others.

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