scholarly journals An Investigation of the Learning Strategies as Bias Factors in Second Language Cloze Tests

2017 ◽  
Vol 8 (2) ◽  
pp. 91
Author(s):  
Parviz Ajideh ◽  
Massoud Yaghoubi-Notash ◽  
Abdolreza Khalili
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Test Performance ◽  
Cognitive Strategies ◽  
Language Tests ◽  
Efl Students ◽  
Positive Correlations ◽  
Cloze Test

The present study investigated the contribution of the EFL students’ learning strategies to the explanation of the variance in their results on language tests. More specifically, it examined the role of these strategies as bias factors in the results of English cloze tests.  Based on this aim, first, 158 intermediate EFL learners were selected from among 324 language learners of a private language institute in Urmia (Iran) as the participants of the study based on their results on a proficiency test. Second, the selected participants respectively received Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the cloze test of the study for the assessment of their learning strategies and English cloze test performance during two sessions in a one-week period. The standard multiple regression was employed for data analysis. The results of the study showed that, there were significant positive correlations between the learners’ metacognitive strategies and cognitive strategies and their cloze test performance. Based on these results, it was argued that, the learners’ learning strategies may be systematic test bias factors in second language cloze tests. The results of the present study may have useful practical implications for the EFL teachers and syllabus designers. Moreover, these results may provide certain theoretical guidelines for second language testing specialists. 

scholarly journals GOOD LANGUAGE LEARNERS AND THEIR STRATEGIES: AN INSIGHT

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Kumaresen Mahalingam ◽  
Melor Md. Yunus
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Ability ◽  
Language Learning Strategies

The Malaysian Education Blueprint is aimed to ensure every child is proficient in English Language besides Bahasa Malaysia. Thus the English Language syllabus is geared to mould learners to become successful language learners. However, not all learners are capable of being successful language learners despite years of schooling. Therefore, this study aims to investigate language learning strategies used by good language learners in learning English as their second language. To achieve the aim of the study, a questionnaire was used to collect the quantitative data. 30 pupils with good language ability from a rural primary school in Sabah were selected to participate in this study. The findings of the study indicated that different language learners prefer different learning strategies to improve their second language learning.  The learning strategies also vary based on the language skills they are learning. The findings of the study are hoped to provide significant impact to the pupils, teachers and curriculum planners to integrate language learning strategies in teaching and learning to assist successful language learning.

scholarly journals Language Learning and Learner Psychology: Building Autonomy in Multilingual Culture

2019 ◽  
Vol 5 (1) ◽  
pp. 32-39
Author(s):  
Ramadhan Mahendra ◽  
Sulis Triyono
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learning ◽  
Focal Point ◽  
Social Culture ◽  
English As Second Language ◽  
Specific Language ◽  
Library Research

The notion of autonomous learning used in second language learning has become a focal point of scholars in recent years. However, building an autonomy in specific language learners might be different in the view of psychology within multilingual culture which raised interesting issues. However, learners’ psychology determines about how far they must learn the second language. In addition, the multilingual culture has important role as variable but in an abstract way. It appears that in some languages learners who had multilingual culture backgrounds have different situation in comprehending the English, which also affect in choosing suitable learning strategies to comprehend by their own. Therefore, this research addresses to find out the interrelation in case of building leaner autonomy on English as second language learning in the aspect of multilingual culture in Indonesia. Trough library research, the author found the correlation between learners’ psychological condition such as interest, needs and motivation has some impact on how successful in their own language learning within the multilingual culture as it background. Therefore, building autonomy in second language learning must be aware of multilingual and social culture in society to reap a good result.

Working memory capacity and strategy use in second language learning

2018 ◽  
Vol 169 (2) ◽  
pp. 262-292
Author(s):  
Rahim Najjari ◽  
Mohammad Mohammadi
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Working Memory Capacity ◽  
Cognitive Strategies ◽  
Memory Capacity ◽  
Strategy Use ◽  
Language Learning Strategies

Abstract This study investigated the relationship between working memory capacity (WMC) and second language learning strategies. To this end, 151 participants took three working memory tasks: one simple span task and two complex span tasks. They then completed the Strategy Inventory for Language Learning (SILL). Finally, they were put into three groups of individuals with high, mid, and low WMC. The results of descriptive and inferential statistics (one-way ANOVA tests) revealed that individuals with high WMC reportedly used compensatory and cognitive strategies more than the other two groups. Then, two-way factorial designs of WMC with the variables of age, sex, and language proficiency were conducted on reported frequency of compensatory and cognitive strategy use. The findings demonstrated that the main and interaction effects of the variables were not statistically significant except for WMC. This study has implications for language learning strategies and working memory studies in second language learning settings.

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 Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Chili Li ◽  
Lu Chen ◽  
Chunyan Ma ◽  
Shuang Zhang ◽  
Haiquan Huang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Cognitive Strategies ◽  
Mainland China ◽  
Structured Interview ◽  
Cultural Factors ◽  
Strategy Use ◽  
Mediation Theory

This paper reports a mixed-methods study that explored the strategy use of a cohort of Chinese as second language learners in mainland China from the perspective of mediation theory. Data sources include a questionnaire survey (N = 189) and a semi-structured interview (N = 12). The findings revealed that the participants orchestrated a repertoire of language learning strategies and frequently used social and meta-cognitive strategies. Analysis of the qualitative data suggested that the participants' strategy use was shaped by the learners' self agentic power (their beliefs and Ideal L2 self), and the socio-cultural environment. Specifically, their strategy use was mediated by a host of socio-cultural factors, including learner beliefs, social agents, cultural artifacts, and learning environment. Considered together, the findings illuminate the socially situated nature of the use of language learning strategy. That is, strategy use of the participants stems from the interplay of learner agency and socio-cultural factors. The findings also imply the necessity of strategy-based instruction and highlight the importance of a Chinese-speaking environment for Chinese learning.

scholarly journals Learning Strategies Used by The British Institute for Upper Intermediate and Advanced Students

2016 ◽  
Vol 7 (2) ◽  
pp. 155-162
Author(s):  
Iin Rachmawati
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
First Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Advanced Level ◽  
Intermediate Students ◽  
Advanced Students ◽  
British Institute

Practicing is an important factor in learning a second language. People all over the world learn their first language and also second language through practice with other people. Yet, different people may use different ways of learning, which are known as learning strategies. This study is concerned with language learning strategies reported to be used by students of upper intermediate and advanced level at a private language institute in Surabaya. It aims to identify the learning strategies most frequently used by the two groups of respondents and to identify differences and similarities in strategy used by the two groups. This research uses descriptive qualitative method. Using Rebecca Oxford’s Strategy Inventory for Language Learning (SILL), the study found that the two groups of respondents used different types of learning strategies. Most frequently used strategies by the upper intermediate students include cognitive, compensation, and meta-cognitive strategies, while the advanced students mostly used social strategies. In addition, the two groups of students showed other differences and some similarities in the strategy use in terms of both type and frequency.

scholarly journals English Language Learning Strategies Reported By Advanced Language Learners

2016 ◽  
Vol 12 (2) ◽  
pp. 67-76 ◽  
Author(s):  
Juyeon Lee ◽  
Michael Heinz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Cognitive Strategies ◽  
Learning Activities ◽  
English Language Learning ◽  
Language Learning Strategies

The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.

Vragen of Observeren?

1999 ◽  
Vol 61 ◽  
pp. 61-73
Author(s):  
Nadia Eversteijn ◽  
Jeanne Kurvers
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Social Cognitive ◽  
Second Language Learners ◽  
Metacognitive Strategies ◽  
Social Strategies ◽  
Class Room ◽  
Cognitive And Metacognitive Strategies

The language learning strategies of adult second-language learners get more important as education concentrates more on individualisation and flexibility. In a multiple case study, it was examined which learning strategies were utilised by some lower educated, second-language learners who were working on their own in a class room, with a system called 'Indiflex' It was concluded that observing is a useful method to make learning strategies operational. Starting learners of Dutch as a second language already turned out to use a broad range of social, cognitive and metacognitive strategies. As learners make more progress in the language, the number of negative strategies (skipping difficult tasks for example) and social strategies (like asking for help) seems to decrease in favour of cognitive and metacognitive strategies like looking something up in a dictionary and deducing a word's meaning from its context.

Easifying second language learning

1981 ◽  
Vol 3 (2) ◽  
pp. 221-236 ◽  
Author(s):  
Andrew D. Cohen ◽  
Edna Aphek
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Process ◽  
Second Language Learning ◽  
Language Learner ◽  
Conscious Attention

Recent research has focused increasingly on the good language learner (Rubin 1975; Naiman, Frohlich, and Stern 1978; Wesche 1977; Hosenfeld, 1976; Bialystok and Frohlich 1977a, 1977b; Cohen and Robbins 1976; Cohen 1977). A distinction that has gained currency is that between acquiring a second language and the conscious learning of the language through what Krashen (1977) refers to as “monitoring.” The studies reported in this paper concentrate on the identification of successful learning strategies—strategies that could actually be taught to language learners to help them maximize the benefits of conscious language learning. It is not very clear which behaviors actually promote success. Learners themselves may not pay conscious attention to what they do. In order to identify strategies, therefore, we must focus our attention on basic aspects of the language learning process and also on the interaction between the learner and the teacher.

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