scholarly journals JORDANIAN STUDENTS LEARNING ENGLISH: STRATEGY DEPLOYMENT

2010 ◽  
Vol 3 ◽  
pp. 101-120
Author(s):  
Yousef M Al-Shabou ◽  
Sahail M Asassfeh ◽  
Sabri S Alshboul
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Strategy Use ◽  
Academic Level ◽  
Learning Strategy Use ◽  
English Major ◽  
Efl Students ◽  
Strategy Types ◽  
The Impact

Gender and language proficiency are among the key factors that may impact learning strategy use. Thus, this study explored the impact of gender, perceived language proficiency, and academic level on learning strategy use by 111 English-major EFL students whose native language is Arabic. Using Oxford’s Strategy Inventory for Language Learning (SILL), the study revealed that females opt to use strategies more frequently than do males. The results also showed that the higher the proficiency level of the students was, the more frequent strategy use was. The most prevalent among the different strategy types was metacognitive ones when the least was memory. These findings are discussed and implications are set accordingly.

Strategy Use by English-Major Jordanian Undergraduates

2010 ◽  
Vol 27 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Yousef M. Al-Shaboul ◽  
Sahail M. Asassfeh ◽  
Sabri S. Alshboul
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Proficiency Level ◽  
English Major ◽  
Strategy Types ◽  
The Impact

AbstractResearch suggests that gender and perceived language proficiency level are among the factors that may impact the strategies language learners use. This study explored the impact of these variables on learning strategies used by 111 English-major Jordanian students. The instrument was Oxford's (1990) Strategy Inventory for Language Learning (SILL). The study revealed that females opt to use strategies more frequently than males. Results also showed that the higher the proficiency level, the more frequent the strategy use. Metacognitive strategies were the most prevalent among the different strategy types whereas memory strategies were the least deployed. These findings are discussed and implications are outlined.

Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

2019 ◽  
pp. 399-410
Author(s):  
Ke Zhao
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Strategy Use ◽  
Business English ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Collaborative Inquiry Learning

This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.

Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency

2020 ◽  
Vol 58 (2) ◽  
pp. 195-220
Author(s):  
Nils Jaekel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
Negative Impact ◽  
Strategy Use ◽  
Efl Students ◽  
The Impact

AbstractLanguage learning strategies (LLS) are suggested to facilitate learning and support learner autonomy. The integration of content and language in foreign language education increases the cognitive work load. Furthermore, self-efficacy has been identified as a key predictor for strategy use and language achievement. The present study aimed to (1) investigate LLS use in content-based versus traditional foreign language environments and (2) assess the impact LLS use and self-efficacy have on language proficiency. Participants were Year 9 Content and Language Integrated Learning (CLIL) and regular English as a foreign language (EFL) students (N=378) in Germany. Structural equation modelling, controlling for a range of confounding variables, showed that (1) there was no difference in LLS use between CLIL and EFL students. (2) LLS use had a negative impact while self-efficacy predicted higher language proficiency. These results suggest that students may best be supported by enhancing their self-efficacy while they should carefully choose their strategies.

Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

2016 ◽  
Vol 6 (3) ◽  
pp. 68-78
Author(s):  
Ke Zhao
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Strategy Use ◽  
Business English ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Collaborative Inquiry Learning

This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.

scholarly journals MOTIVATION TYPES IN PREDICTING THE USE OF SECOND LANGUAGE LEARNING STRATEGIES BY ENGLISH MAJOR STUDENTS AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES – VIETNAM NATIONAL UNIVERSITY, HANOI

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Bui Thien Sao ◽  
Duong Thu Mai
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
International Studies ◽  
Language Learning Strategies ◽  
Learning Strategy Use ◽  
National University ◽  
English Major ◽  
The University

This study examined the role of motivation types in predicting the use of language learning strategies by English major students at the University of Languages and International Studies - Vietnam National University, Hanoi (ULIS). A questionnaire was employed to collect information from 123 students. The first section of the questionnaire was about how often the students used strategies in learning English, and the second one collected information about the participants’ levels of four motivation types. The results indicated that all the strategies were used by the majority of the respondents, and among four types of motivation, their instrumental motivation was of the highest level. Importantly, the study disclosed a significant and positive correlation between motivation and language learning strategy use. Finally, going beyond the correlational analysis already observed in many other studies, this study utilized regression analysis which then helped unveil significant contributions of integrative and intrinsic motivation to strategy use. Helpful implication can be drawn from this study.

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