Language learning strategies used by Indonesian learners in IELTS

This study investigated the frequently used language learning strategies (LLS) by Indonesian learners in learning English for a high-stakes exam, IELTS. In addition, differences in the LLS use among participants with different proficiency were examined. Using a quantitative approach, data were collected by using an online survey by utilizing Oxford’s Strategy Inventory for Language Learning (SILL) as the instrument. Sixty-one Indonesian adult learners who had taken IELTS were involved in this study. Their IELTS score indicated their proficiency levels. Data analysis was carried out using Statistical Package for Social Science (SPSS). It involved a descriptive analysis to find the frequency and an independent samples t-test to see the LLS use based on proficiency. The findings revealed that the participants used various LLS in learning English for IELTS. The most frequently used strategies were metacognitive, followed by cognitive, compensative, social, affective, and memory strategies. Meanwhile, the independent samples t-test showed that the difference in the LLS use among participants with different proficiency was not noticeable. Reflecting on the results, it is proposed that English teachers in Indonesia may start growing their learners’ awareness of LLS benefits and teach them to use them properly in their learning English for IELTS.

English Learning Strategies of Economics-majored Students at Banking University of Ho Chi Minh City

The purpose of this research paper is to look into the current situation of using learning strategies and the key factors that influence English learning strategies of tertiary students who major in economics at Banking University of Ho Chi Minh City. On the basis of Oxford’s (1990) theory on language learning strategies, the study conducted a questionnaire survey with the participation of 300 students. The results show that economics-majored students use English learning strategies at a relatively high frequency, with the metacognitive strategies group having the highest frequency; the groups of affective strategies and compensation strategies have the lowest frequency of use. It also draws a conlusion that individual factors such as gender, grade level, and major do not appear to have a significant impact on students' use of English learning strategies. There are no significant differences between male and female students, between students of all grades, and between students of different majors in the frequency of using English learning strategies.

A Case Study of English Language Learning Strategies used by Engineering Students in Malaysia

The aim of this paper is to investigate the language learning strategies employed by 22 technical university undergraduates in Malaysia, particularly in oral presentation skills. The study employed focus group interviews and the data gathered were recorded, transcribed and analysed thematically based on O'Malley and Chamot's (1990) taxonomy. The findings showed that the participants used more metacognitive and cognitive strategies compared to the social and affective strategies. The study highlights that students' preferred language learning strategies may not always be effective. Hence, educators have to identify effective language learning strategies for their students and scaffold students' learning into using appropriate strategies.

Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners

This study examined the effects of language learning strategies (LLS) and coded corrective feedback on reducing four types of lexical errors made by two student groups, one receiving teacher corrective feedback (TCF) and the other peer corrective feedback (PCF). Participants (n=34) were divided into two groups; one group (n=17) received TCF and the second group (n=17) received PCF. Both groups were trained in applying LLS to revise, in response to their respective feedback, coded lexical errors they had made in three practice essays. The study used the Sequential Explanatory strategy of the Mixed Methods’ Design Strategies to compare the groups’ lexical error performance on immediate and delayed post-tests. Findings showed that participants in the PCF group significantly outperformed their TCF counterparts and reduced overall lexical errors at the delayed post-test (week 16). Also, the PCF group reduced ‘unnecessary’ and ‘redundant’ word errors at the delayed post-test, though not significantly. Analysis of students’ reflections, written after training, revealed that students depended on gut feeling and prior experience to revise their errors; they restructured sentences when they could not correct lexical errors and considered collocation errors difficult to correct. Pedagogical implications include adopting specific methods of vocabulary teaching and meaningful error feedback.

Learning Strategies Preference of Iraqi EFL Learners

The current study aims at investigating Iraqi EFL learners’ knowledge and preference of language learning strategies. Data are collected using two self-reported questionnaires; a background questionnaire and the Strategy Inventory for Language Learning (SILL, Oxford, 1990) with some modifications to meet the needs of this study. The following questions are asked: 1-Are students aware of the concept of LLS? 2- If yes, how much they know about it? 3- What are the kinds of LLS they employed in their learning? 4- What are their preferred strategies? The questionnaires are submitted to a total sample that consists of 77 students. The results show that 80.5% of the students have no knowledge whatsoever about LLS. The rest of them (19.5%) shows confused and mixed information. Moreover, the metacognitive strategies are the most often used strategies with the highest “often” percentage of 53.1%. Next is the cognitive and memory strategies of 43.2% & 40.2 percentages respectively. These highest rates show the most preferred strategies used by the students in our department. As for the frequency of use, the metacognitive strategies are still the preferred and most frequently used with a total percentage of 92.6%. Memory strategies hold the second position with a total percentage of 90%. The rest shows the same range of frequency except the effective strategies that fall behind by approximately 10% to 15% less than the rest.

Academic Literacy of Efl Arab Postgraduate Student at The National University of Malaysia

The study identifies the language learning strategies used by Arab postgraduate student at University Kebangsaan Malaysia (UKM) in order to master the English language required for postgraduate study. The study attempted to provide a deeper understanding of how an EFL learner employs strategies and practices to overcome the challenges of English language learning in nonnative context for academic purposes. The findings of the study give insight to the challenges of learning English in nonnative environments and ways in which individuals overcome the limitations of successfully acquiring the language. The study traces the English language development of the case study from his initial introduction to the target language to the current status and level of his English proficiency. The research paradigm method used is a case study method which allows for an in depth explication of the selected case. The strategy inventory of language learning SILL Oxford's (1990) was used as an instrument in addition to the interview with the case study. The research results revealed that the case study used all 6 types of language learning strategies which are categorized by Oxford (1990) most of the time. These strategies are; Memorization, Cognitive, Compensation, Metacognitive, Affective, and Social strategies. These strategies seems to have a direct relationship with the progress made in the level of English proficiency by the case study. Most significantly, the study implies that Arab students need to develop academic literacy skills in reading English texts to learn English and to involve socially in academic and social contexts. That is the case study however shown that it is possible to learn English through reading in English and also by social involvement.

Language Learning Strategies (LLS) Implementation of Students and Teachers at a Malaysian Pre-Tertiary Educational Institution

The study which took place at a Malaysian pre-tertiary educational institution aimed at investigating the implementation of language learning strategies (LLS) of its two major stakeholders, namely the students and the teachers. As the study employed mixed-method design, both quantitative and qualitative data were collected as to report the findings. The Strategy Inventory for Language Learning Strategies (SILL) and classroom observation protocol were the two important instruments for this study. A total of 300 students were involved in the study in which the number was determined using Krejcie and Morgan table. The students were divided into two groups consisting of 150 students who passed the institution’s English Proficiency Test, being referred to as ‘EPT-pass’ and 150 students who failed the test, hence known as ‘EPT-fail’ in the study. Four teachers voluntarily involved in the study after invitation to be part of the study was extended to all teachers at the educational institution. Analysis of data was done using descriptive statistics (mean and standard deviation scores) and thematic analysis. The findings showed that students employed indirect language learning strategies more than direct strategies with EPT-pass group recording (M=4.084, SD=0.625) and EPT-fail group with (M=2.722, SD=0.466). It was apparent that metacognitive strategies (M=4.361, SD=0.954) were EPT-pass group’s most employed strategies while EPT-fail students implemented affective strategies (M=3.077, SD=0.399) the most. Additionally, LLS were undoubtedly embedded into the lesson implementations of the four teachers whose lesson implementations were observed. The study implies that LLS play fundamental part in the teaching and learning of English and should be directly nurtured and embedded into English language classrooms to ensure more effective implementations.