scholarly journals Self-regulated Learning Strategies of Learners of English in a Turkish State University to Improve their Language Proficiency

2021 ◽  
Vol 12 (3) ◽  
pp. 22
Author(s):  
Burak Tomak ◽  
Gölge Seferoğlu
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Self Regulation ◽  
State University ◽  
Self Regulated Learning ◽  
Turkish State ◽  
One Year

In today’s world, it is recognized that learners should be in charge of their own learning. Therefore, language learners are expected to regulate their language learning process. This study aimed at investigating the self-regulation process a group of language learners at A1 level went through during a one-year English prep program they attended at a state university in Turkey. The students were to get English medium instruction (EMI) in their departments if they passed the English proficiency exam at the end of the year. Ten participants were selected based on the results of Strategy Inventory for language learning (SILL) (Oxford, & Burry-Stock, 1995), which was applied on 169 English language students who started their language learning with A1 level. On the basis of the questionnaire results, three students were selected from the higher average learners, three students were selected from below average learners and four students were chosen from average learners. These ten participants were interviewed twice: at the end of the first term and the second term. It was found that learners who were highly self-regulated had both self-study time and evaluated their development in terms of linguistic competence. Based on the findings, it can be suggested that learners must monitor their language development and plan their own learnings accordingly.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

scholarly journals Do Cultural Intelligence and Language Learning Strategies Influence Students’ English Language Proficiency?

2018 ◽  
Vol 9 (3) ◽  
pp. 655
Author(s):  
Noor Rachmawaty ◽  
M. Basri Wello ◽  
Mansur Akil ◽  
Syarifuddin Dollah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Cultural Intelligence ◽  
English Language ◽  
Learning Strategy ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
Relationship Of

Cultural Intelligence (CQ) is believed as an additional type to the existing forms of intelligence (IQ, EQ). It also explains why some individuals are more effective than others in culturally diverse situations. Studies have documented how successful language learners seem to use wider variety of language learning strategies than unsuccessful learners. Having these two important aspects in relation to the successfulness of acquiring foreign language thus this study is intended to explore the relationship of Cultural Intelligence, Language Learning Strategy and English Language proficiency. The study involved 87 second-year students of English Department, Mulawarman University. Data were gathered using The Cultural Intelligence Scale (CQS), The Strategy Inventory for Language Learning (SILL) and TOEFL. Descriptive and inferential statistics using SPSS 20 were used in the process of data analysis. The result reveals that CQ level of the students is medium (M=51.984) with metacognitive and motivational as dominant factors for both male and female students. The data shows that there is a significant relationship between CQ and LLS (F= 13.082, p= 0.001). This result confirms the previous studies that culture influences the frequency and type of LLS use. As for strategy categories, metacognitive is the most frequently used strategy (M=3.704) and affective is the least frequently used (M=3.080). The students’ proficiency level is ranging from elementary (25.29%) to advanced (8.05%). The dominant level is low intermediate. The data recorded that there is no correlation among cultural intelligence, language learning strategies and English language proficiency (F=1.208, p= 0.304).

scholarly journals Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications

2018 ◽  
Vol 8 (2) ◽  
pp. 445-469
Author(s):  
Melissa Williamson Hawkins
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research University ◽  
English Language ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Language Program ◽  
Self Regulated Learning ◽  
Educational Environments ◽  
Directed Learning

English language tutoring and/or self-access centers are services commonly offered as curricular support to English language program students in educational environments worldwide. This paper argues that the theory of self-directed learning (SDL) from the field of adult education should be considered alongside the equally-important areas of language learning strategies, learner autonomy, and self-regulated learning in the setup of these types of tutoring/self-access academic support centers. The proposition is examined by applying it to a particular case in an English language program of a major research university in the southeastern United States. The paper explicates the commonly-known theory of SDL (Grow, 1991) and relates it to models by put forward by Nakata (2010) and Oxford (2011, 2107). Empirical evidence from studies on encouraging SDL for English language study is summarized from a range of research projects conducted worldwide, and the author concludes by offering implications for educators in any institution-based, adult English language program. 

Self-Regulation in Language Learning

2017 ◽  
Vol 124 (2) ◽  
pp. 531-548 ◽  
Author(s):  
Wen-Ta Tseng ◽  
Heidi Liu ◽  
John-Michael L. Nix
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Self Regulation ◽  
English Language Learning ◽  
Self Regulated Learning ◽  
Foreign Language Learners ◽  
Regulatory Capacity

Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners’ self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners’ self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners’ self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.

scholarly journals Effects of Intervention on Self-Regulated Learning for Second Language Learners

2017 ◽  
Vol 40 (3) ◽  
Author(s):  
Yu Lu ◽  
Wen-Juo Lo ◽  
Felicia Lincoln
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Goal Setting ◽  
Self Efficacy ◽  
Second Language Learners ◽  
Self Regulation ◽  
Environment Management ◽  
Self Regulated Learning

AbstractThe study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included multiple outcome variables, which were grouped into three categories: students’ motivational beliefs, students’ strategy use, and students’ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.

scholarly journals Self-regulation in English Language Learning: Case Studies of Six Malaysian Undergraduates

2021 ◽  
Author(s):  
◽  
Azizah Binti Mohd Zahidi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Case Studies ◽  
Language Learners ◽  
English Language ◽  
Self Regulation ◽  
Data Sources ◽  
Tertiary Level ◽  
Self Regulated Learning ◽  
Regulated Learning

<p>This study employed a qualitative design involving multiple case studies to explore how six English Language learners used self-regulated learning (SRL) strategies to complete language learning tasks and cope with the challenges of learning and using English as a second language. The case studies of the English language learners provided a detailed description of self-regulation among tertiary level students in Malaysia. This study explored the personal and contextual factors that might act as facilitators and constraints of the participants’ self-regulation. This study is underpinned by a social cognitive theory of self-regulation as a conceptual and theoretical framework. The primary data sources of this study were multiple interviews with the learners over a semester and interviews with three language instructors. Course documents and assignments, students’ reflective diaries, and notes on observations were additional data sources. Thematic analysis of the data indicated that the six English language learners used SRL strategies in unique and varying degrees, within their Academic Communication course and in the university context. Findings from the study suggest that personal and environmental factors influence the self-regulated learning strategies used in language learning. Implications for language teachers at the tertiary level were identified and discussed.</p>

scholarly journals Self-regulation in English Language Learning: Case Studies of Six Malaysian Undergraduates

2021 ◽  
Author(s):  
◽  
Azizah Binti Mohd Zahidi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Case Studies ◽  
Language Learners ◽  
English Language ◽  
Self Regulation ◽  
Data Sources ◽  
Tertiary Level ◽  
Self Regulated Learning ◽  
Regulated Learning

<p>This study employed a qualitative design involving multiple case studies to explore how six English Language learners used self-regulated learning (SRL) strategies to complete language learning tasks and cope with the challenges of learning and using English as a second language. The case studies of the English language learners provided a detailed description of self-regulation among tertiary level students in Malaysia. This study explored the personal and contextual factors that might act as facilitators and constraints of the participants’ self-regulation. This study is underpinned by a social cognitive theory of self-regulation as a conceptual and theoretical framework. The primary data sources of this study were multiple interviews with the learners over a semester and interviews with three language instructors. Course documents and assignments, students’ reflective diaries, and notes on observations were additional data sources. Thematic analysis of the data indicated that the six English language learners used SRL strategies in unique and varying degrees, within their Academic Communication course and in the university context. Findings from the study suggest that personal and environmental factors influence the self-regulated learning strategies used in language learning. Implications for language teachers at the tertiary level were identified and discussed.</p>

scholarly journals INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
New Words ◽  
Novice Learners ◽  
Vocabulary Learning Strategies ◽  
Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study

2016 ◽  
Author(s):  
Ali Al-Issa ◽  
Ali Al-Bulushi ◽  
Rima Al-Zadjali
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Hermeneutic Phenomenology ◽  
Critical Discussion ◽  
English Language Teaching ◽  
Structured Interviews

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

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