scholarly journals Grammar Learning Strategies Applied at the Chinese Department of Bina Nusantara University

Humaniora ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 13
Author(s):  
Yetty Go ◽  
Sofi Zhang ◽  
Titi Rahardjanti
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Chinese Literature ◽  
Metacognitive Strategy ◽  
High Learning ◽  
Learning Achievement ◽  
Language Learning Strategy ◽  
The Difference ◽  
The Relationship

The aims of this research were to investigate the Chinese language learning strategy used among students of Chinese Department class of 2021 Binus University, the relationship between gender and language learning strategy use, the relationship between language learning strategy and learning achievement, and also the language learning strategy used by students with high learning achievement in the subject of Grammar. This research used Oxford’s language learning strategy questionnaire that was “Strategy for Language Learning (SILL)” to investigate the students’ language learning strategy. This research finds out that the language learning strategy employed by the most students are metacognitive strategy and strategy to be used by high learning achievement students in grammar subject are also metacognitive strategy. It also finds out that female students use more language learning strategies compared to male students, although the difference is not too significant. Results of Pearson Correlation’s test indicate no significant relationship between the students’ language learning strategy and learning achievement. This research shows that there is no dominant language learning strategy used by Chinese Literature students.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

Language learning strategy and language learning achievement

2017 ◽  
Vol 52 (2) ◽  
pp. 148-171
Author(s):  
Jia Lin
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
Learning Achievement ◽  
Behavioral Predictors ◽  
Language Learning Strategy ◽  
L2 Learners ◽  
Post Hoc ◽  
The Relationship ◽  
One Way Anova

Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

scholarly journals The Influence of Student’s Language Learning Strategies Used towards Their Achievement in Structure IV

2018 ◽  
Vol 2 (2) ◽  
pp. 257
Author(s):  
Dwiniasih Dwiniasih
Keyword(s):  
Linear Regression ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Metacognitive Strategy ◽  
Simple Linear Regression ◽  
Language Learning Strategies ◽  
Descriptive Method

This study was aimed to know the influence of student’s language learningstrategies used towards their achievement in structure IV and the most strategy used. It is done in responding the fact, most of the students do not aware of their learning strategies. It makes them difficult understanding the knowledge transferred. By using descriptive method, this study used document test and SILL questionnaire as the instrument of the data. Meanwhile, in analyzing the data collected, the writer used SPSS simple linear regression (Muijs.200:143). The result of the study showed the influence of L2 student’s strategies is significantly weak towards their achievement in structure IV. While the most strategies used was metacognitive strategy. It is because so many factors influence student’s achievement, such as student’s ability, learning style, and teacher’s methodology used. Therefore, it is teacher’s task to motivate students aware of learning strategy used, so they could get well understanding.

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

scholarly journals A New Model and Its Practice in Language Learning Strategy Training

2017 ◽  
Vol 8 (2) ◽  
pp. 382 ◽  
Author(s):  
Li Gao ◽  
Yun He ◽  
Jie Zeng
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Training Model ◽  
Strategy Training ◽  
Training Class ◽  
Language Learning Strategy ◽  
Learner Preference ◽  
Conscious Control

Learning will be facilitated if students are explicitly trained to become more aware of and proficient in the use of a broad range of strategies that can be utilized in the language learning process. A new learning strategy training model, TCLTSP Model, is designed, focusing on the understanding of learners themselves, understanding the target, and understanding learning strategies, aiming at taking conscious control of learning process. Two examples – learner preference and vocabulary learning strategy training class are demonstrated to illustrate how to practice this model in authentic classes.

scholarly journals Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296

2019 ◽  
Vol 9 (4) ◽  
pp. 745-753
Author(s):  
Olga Trendak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Skills ◽  
Strategy Instruction ◽  
Language Learning Strategies ◽  
Valuable Contribution ◽  
Language Learning Strategy ◽  
Language Classroom ◽  
New Directions

The book Learning Strategy Instruction in the Language Classroom: Issues and Implementation, edited by Anna Uhl Chamot and Vee Harris, touches upon crucial issues pertaining to language learning strategies (LLS) and language learning strategy instruction (LLSI), both from a theoretical and practical perspective. All the contributors to the volume are specialists with considerable expertise in the field of LLS and LLSI, which makes the book an informative and inspirational read. The authors look at the concept of strategy instruction from different perspectives, meticulously not only investigating various LLSI models, taking account of “learner needs and settings and particular language skills,” but also “considering curricula, materials, teachers roles, the ways in which scaffolding is enacted in the classrooms” (p. viii). Since the volume adeptly combines research into LLSI with its theoretical aspects and complexities, it will prove useful to practitioners and researchers alike. Delineating new directions in the field of LLSI, the edited collection is undoubtedly a valuable contribution to ongoing discussions about LLSI and its implementation in the classroom.

scholarly journals LEARNING STYLE AND LANGUAGE LEARNING STRATEGIES OF STUDENTS FROM VARIOUS ETHNICS IN INDONESIA

2020 ◽  
Vol 39 (2) ◽  
pp. 480-492
Author(s):  
Bonifasius Widharyanto ◽  
Heribertus Binawan
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
The Third ◽  
First Finding ◽  
Language Learning Strategy

Learning styles, language learning strategies, and ethnicity are three important factors in language learning. The information about these three things is very useful for language teachers to prepare and implement effective language learning. This study was conducted to describe the students ' learning style and language learning strategy and to know the similarities/differences from the two elements of Java, Papua, Flores, Dayak, and Batak ethnics. A number of 175 participants were involved in the study. Research data were obtained through the Fleming's learning VARK questionnaire and a language learning strategy questionnaire from Oxford. The results of the two questionnaires were analyzed to determine the type of learning style and language learning strategy. The first finding suggests that the main learning styles of students from the five ethnics are variants [aural] and [kinesthetic] including variations in bimodal, and trimodal. The second finding shows that the major language learning strategy is metacognitive and affective. The third finding reveals some similarities and unique differences in their learning style and learning strategy.

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