Language Learning Strategies (LLS) used by the Form Four Male Secondary School Students in Speaking Skill

This study aimed to explore the profile of Language Learning Strategies used among female secondary school students learning English as a foreign language in Buraidah and the relation between English language leaning strategies and self-efficacy, attitude and language proficiency. The participants were (1924) female students’ secondary schools in Buraidah. The result indicated that the Participants use strategies at a moderate level (2.98), metacognitive strategies were the most frequently used among the six strategies followed by compensatory strategies, social strategies, memory strategies, cognitive strategies and affective strategies respectively. There is statistically significant positive correlation between total scores of strategies and total scores of English self-efficacy, attitude towards English, English language proficiency.

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Upper secondary school students’ conceptions of learning, learning strategies, and academic achievement

The Journal of Educational Research ◽

10.1080/00220671.2020.1861583 ◽

2020 ◽

Vol 113 (6) ◽

pp. 475-485

Author(s):

Giulia Vettori ◽

Claudio Vezzani ◽

Lucia Bigozzi ◽

Giuliana Pinto

Keyword(s):

Academic Achievement ◽

Secondary School ◽

Learning Strategies ◽

Secondary School Students ◽

Upper Secondary School ◽

Conceptions Of Learning ◽

School Students ◽

Upper Secondary

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Impact of Collaborative Learning Strategies on Social Maturity of Secondary School Students

MIER Journal of Educational Studies Trends and Practices ◽

10.52634/mier/2016/v6/i2/1446 ◽

2021 ◽

pp. 249-259

Author(s):

J. N. Baliya ◽

Shivani Sharma

Keyword(s):

Collaborative Learning ◽

Secondary School ◽

Learning Strategies ◽

Secondary School Students ◽

Traditional Learning ◽

Critical Ratio ◽

School Students ◽

Social Maturity ◽

Post Test ◽

The Impact

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

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

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.9n.4p.59 ◽

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.

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