scholarly journals Identifying Young Learners’ Language Learning Strategies in Learning English Vocabulary

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Catherine Wong Hui Tiing ◽  
Poh Phui Chan ◽  
Hooi Sieng Liew ◽  
Madaline Niek Yai Wen ◽  
Sharvin Devi Mohan Raw ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Young Learners ◽  
Learning English

Investigating education students’ language learning beliefs and motivation for learning English

2021 ◽  
Vol 54 (1) ◽  
pp. 95-121
Author(s):  
PraysGod Mhlongo ◽  
Colleen Du Plessis ◽  
Albert Weideman
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Intermediate Phase ◽  
Language Learning Strategies ◽  
Education Students ◽  
Learning Beliefs ◽  
Motivation For Learning ◽  
Language Learning Beliefs ◽  
Learning English

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase  educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a  cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum. Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies 

scholarly journals Learning English in the elderly: an analysis of motivational factors and language learning strategies

2017 ◽  
Vol 8 (2) ◽  
pp. 234 ◽  
Author(s):  
Vítor Romário Monticelli Garcia
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
The Elderly ◽  
Motivational Factors ◽  
Placement Test ◽  
Language Learning Strategies ◽  
Language Strategies ◽  
Learning English

This study investigates motivational factors and language learning strategies involved in the process of learning English as a Foreign Language (EFL) in the elderly. The taxonomy of strategies developed by Oxford (1990) is adopted, as well as discussions on motivation in language learning. Twenty-five (25) elderly students participated in this research. Three instruments were administered for data collection, (i) a placement test; (ii) a background questionnaire; (iii) and a translated version of the Strategy Inventory for Language Learning (SILL), proposed by Oxford (1990). Results identified 11 strategies used more frequently, most of them metacognitive strategies. Results also show that learning English, travelling, and socializing are motivational factors in this group. This paper may contribute to researchers and to English teachers and elderly students by shedding some light on features of EFL learning in the elderly regarding language strategies and motivational aspects.

scholarly journals Fun Ways in Learning English

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Nurul An-nisa ◽  
Tono Suwartono
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
English Teachers ◽  
Learning Activities ◽  
Language Learning Strategies ◽  
Important Thing ◽  
Learning English

To some, learning English appears to be complicated. In the academic contexts, students still get difficulties in learning English. Teachers as educatorsshould be creative in choosing the best method to teach the language. Learning strategies that are less fun or arguably boring do not improve students’ English skills, instead will only make students feel bored and lazy to learn. The most important thing is that students enjoy every learning process as something fun. It can help the students feel comfortable during the learning process. Fun learning activities will have an impact on improving students’ English abilities naturally. It helps students to reduce pressure during learning. Therefore, the ways of learning must be designed and adapted to the needs of students. This paper is non-research based. It means that the paper is about author’s perspective of how to learn English in fun ways. This article enlists several fun ways in learning English. So, the students can find their enjoyment in learning English.Keywords: Fun, Learning English, Strategies, Method

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

scholarly journals Language Learning Strategies: A Comparative Study of Young and Adolescent Cambodian Learners

2019 ◽  
Vol 1 (2) ◽  
pp. 34-45
Author(s):  
Davut Nhem
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Social Contexts ◽  
Language Learner ◽  
Language Learning Strategies ◽  
Young Learners ◽  
Language Learning Strategy

Various aspects of second language learning such as motivation, social contexts, personality, learning styles or learning strategies should be taken into consideration when it comes to teaching and learning a new language. in this respect, one of the most overlooked factors is a language learning strategy. Language learners should be aware of “how to learn a language” to be a successful language learner. As language learning strategy has been recognized as the important factor in learning a second language (O'Malley & Chamot, 1990; and Oxford, 1990), this study therefore investigated language learning strategies employed by young and adolescent learners of English in Cambodia context. The data were collected through a questionnaire, developed by Oxford (1990) from 152 students. The findings showed that students mostly used cognitive, metacognitive and social strategies. In addition, when examining if young learners use different learning strategies from adolescent learners, no statistical difference was found, except for two learning strategies, namely, cognitive and compensation strategies used more frequently by young learners.

scholarly journals Language Learning Strategies: Classification and Pedagogical Implication

2015 ◽  
Vol 12 (1) ◽  
pp. 15
Author(s):  
Ag. Bambang Setiyadi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Deep Level ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Surface Level ◽  
Gain Scores ◽  
Main Effects ◽  
Learning English

Many studies have been conducted to explore language learning strategies (Rubin, 1975, Naiman et.al., 1978; Fillmore, 1979; O'Malley et.al.,1985 and 1990; Politzer and Groarty, 1985; Prokop, 1989; Oxford, 1990; and Wenden, 1991). In the current study a total of 79 university students participating in a 3- month English course participated. This study attempted to explore what language learning strategies successful learners used and to what extent the strategies contributed to success in learning English in Indonesia. Factor analyses, accounting for 62.1%, 56.0%, 41.1% and 43.5% of the varianceof speaking, listening, reading and writing measures in the language learningstrategy questionnaire, suggested that the questionnaire constituted threeconstructs. The three constructs were named metacognitive strategies, deep level cognitive and surface level cognitive strategies. Regression analyses, performed using scales based on these factors revealed significant main effects for the use of the language learning strategies in learning English, constituting 43% of the variance in the posttest English achievement scores. An analysis of variance of the gain scores of the highest, middle, and the lowest groups of performers suggested a greater use of metacognitive strategies among successful learners and a greater use of surface level cognitive strategies among unsuccessful learners. Implications for the classroom and future re-search are also discussed.

scholarly journals The favored language learning strategies of Islamic university EFL learners

2021 ◽  
Vol 8 (1) ◽  
pp. 47-64
Author(s):  
Alfian Alfian
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Classroom Practice ◽  
Teaching Methodology ◽  
Significant Finding ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Watching Tv ◽  
Learning English

Despite the existence of many studies about language learning strategies (LLS) around the world, little work has been reported on the LLS use of Islamic university students from a qualitative perspective. Thus, to fill this empirical gap, this study is aimed to explore the LLS use and choice by learners studying at an Islamic university in Indonesia. This study employed a qualitative approach by interviewing 18 learners who would become teachers of English as a Foreign Language (EFL). They have been interviewed about the ways or strategies when they are learning English. The data gained from the interviews were analyzed by thematic analysis. The findings demonstrated that learners reported using the strategies which are classified into six LLS categories (memory, cognitive, compensation, metacognitive, affective, and social strategies) in learning English. However, most strategies reported by the learners were categorized into metacognitive strategies. Another significant finding is that several strategies such as practicing strategies (practicing four language skills; listening, speaking, reading, and writing), watching TV/ English Movies, memorizing, and using the internet were mostly reported by learners in improving their English skills. This study is beneficial for the classroom practice of teachers in enhancing their teaching methodology by knowing learners’ learning strategies to make it easier for the teachers to design the learning activities.  Furthermore, this study is also beneficial for novice EFL learners in which the strategies in this study could be models for them. 

scholarly journals EFFECTS OF LEARNERS’ LANGUAGE PROFICIENCY ON THEIR LANGUAGE LEARNING STRATEGIES

2017 ◽  
Vol 6 (1) ◽  
pp. 10-25 ◽  
Author(s):  
Ho Ai Ping ◽  
Ng Lee Luan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Significant Influence ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Medium Level ◽  
One Way Anova ◽  
Learning English

Language proficiency is one prominent factor that could affect the use of language learning strategies (LLSs) in learning English as a second language among the learners. The influence of language proficiency on the use of LLSs might differ as language learning has extended to the contexts of learning other than the learners’ differences. With that in view, this study seeks to examine various types of LLSs based on the language proficiency of 1699 learners in a Malaysia tertiary context. This study utilised the adapted version of Strategy Inventory for Language Learning (SILL, 1990) Findings revealed that high proficiency learners employed LLSs from high to medium level whereas average and low learners showed medium strategy use of all LLSs. One-way ANOVA tests further indicated that there were significant differences in the use of direct strategies based on their language proficiency. It was also found that language proficiency had a significant influence on the use of cognitive, compensation, social, metacognitive and affective strategies. Positive to mix variation of the high strategy use for individual items of SILL with significant differences were reported. Implications of this study were also discussed. 

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