Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

2020 ◽  
pp. 83-99
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Abdu Al-kadi ◽  
Ali Abbas Falah Alzubi ◽  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Technology Enhanced Learning ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
And Gender

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

2017 ◽  
Vol 7 (1) ◽  
pp. 18 ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Learning Strategies ◽  
Long Duration ◽  
Significant Difference ◽  
Language Study ◽  
Efl Students ◽  
The Difference ◽  
And Gender

This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context.

scholarly journals The Relationship Between Multiple Intelligences and Language Learning Strategies and Gender

2018 ◽  
Vol 11 (5) ◽  
pp. 84
Author(s):  
Ali Akbar Ansarin ◽  
Samira Paki Khatibi
Keyword(s):  
Language Learning ◽  
Multiple Intelligences ◽  
Learning Strategies ◽  
English Language ◽  
Language Learning Strategies ◽  
Multivariate Tests ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Iranian Students

This study set out with the aim of assessing whether Multiple Intelligences profiles of Iranian students would exert any influence on their use of language learning strategies as important determining factors in the language learning. Additionally, we explored the role of gender and different proficiency levels on EFL learners’ multiple intelligences. A total number of 303 EFL learners, 164 males and 139 females participated in this study, 112 were Elementary, 92 were Intermediate students and 99 were advanced level, within the age range of 12 to 33 at Jahade Daneshgahi of Tabriz. The instruments used to elicit information for this study were MIDAS and the Strategy Inventory for Language Learning (SILL) Questionnaire. Initially, we homogenized the English proficiency of the participants, by administering Nelson English Language Tests. Results showed a significant relationship between the variables of multiple intelligences (MI) and Strategy Inventory of Language Learning (SIL). Results of multivariate tests showed a significant positive difference between the MI scores and different proficiency levels but no significant difference in MI scores across genders. a significant difference was found in musical intelligence of participants at different proficiency levels. In terms of implications of the study it is suggested that before choosing any teaching materials, educators should conduct needs analysis and test in order to find out the MI profile of the students and to avoid having any mismatch between selected topics and the students’ needs.

scholarly journals The Relationship between Language Learning Strategies and Lexical Complexity Measures

2021 ◽  
pp. 37-52
Author(s):  
Ervin Kovacevic
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
English For Academic Purposes ◽  
Language Learning Strategies ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
The Relationship

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty

2013 ◽  
Vol 477-478 ◽  
pp. 1541-1544
Author(s):  
Yong Hong Sun ◽  
Xiao Wei Jiang ◽  
Ling Zheng ◽  
Xiang Dong Xu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Quantitative Research Methods

This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strategies, Affective strategies and Social strategies, and they generally do not use Memory strategies.

Exploring EFL Learners' Preferences, Perceived Needs, and Perceptions about Language Learning Strategies

2016 ◽  
Vol 7 (6) ◽  
pp. 1128
Author(s):  
Maryam Alsadat Mortazavi ◽  
Hamed Barjesteh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Education ◽  
Language Experience ◽  
Efl Learners ◽  
Perceived Needs ◽  
Academic Level ◽  
Significant Difference ◽  
The Impact

This study was to investigate the impact of language experience and academic level on the perceived needs of Iranian undergraduate EFL learners. Two groups of Iranian TEFL female students (freshmen and senior) were compared regarding their preferences, perceived needs and perceptions of different activity types about language learning. To collect data, Sihong's (2007) needs analysis questionnaire for English language needs was utilized. Thirty two freshman and twenty nine senior MA students with the age range of 25-35 were considered as the subject of this study. They were asked to fill out the questionnaire through email and they were given the confidence that the collected data would remain anonymous. Results revealed that there was a significant difference between freshman and senior EFL learners in their preferences, needs and opinions about various types of activities, and various aspects of language education. The findings also revealed that freshmen students required more practice in grammar and pronunciation than vocabulary for them. The most difficult components of language were pronunciation, vocabulary and grammar respectively; however, the senior students reported that vocabulary and grammar were the most difficult component of language skill and pronunciation was the least one.

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals Effects of Proficiency and Motivation on the Choices of Language Learning Strategies

2012 ◽  
Vol 2 (3) ◽  
pp. 179
Author(s):  
Attapol Khamkhien
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
English Language Teaching ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Future Planning ◽  
Efl Learners ◽  
Common Learning

The objectives of this investigation were twofold: 1) to identify language learning strategies commonly used by Thai EFL learners, and 2) to determine the roles of three variables contributing to their strategy use: language proficiency and motivation. A set of questionnaires consisting of the Strategy Inventory for Language Learning (SILL), and the Motivated Strategies for Learning Questionnaire (MSLQ) was given to 1,405 Thai university students studying English. The analysis revealed that, in general, memory strategies were found to be the most common learning strategies, whereas social strategies were the least common. Motivation was reported to be the most significant variables affecting their choices of language learning strategies. The analysis revealed certain elucidating facts that can be utilized in future planning of English language teaching to improve the English performance of Thai learners.

scholarly journals The Effect of a Training Program in a Reading Course in Developing English Language Learning Strategies among University Students

2018 ◽  
Vol 12 (2) ◽  
pp. 300
Author(s):  
Ahmad M. Mahasneh ◽  
Ahmad F. Al-Alwan
Keyword(s):  
University Students ◽  
Language Learning ◽  
Training Program ◽  
Learning Strategies ◽  
English Language ◽  
Female Students ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Significant Difference ◽  
Experimental Group

This study aimed at identifying the effect of a training program in developing the use of learning English language strategies among a sample of the Hashemite University students, and the differences in using these strategies due to gender and the type of group (experimental and control groups). The study sample consisted of 76 male and female students from the Department of English Language, divided into two groups (an experimental group of 34 male and female students and a control group of 42 male and female students). To achieve the aims of the study, Oxford's language learning strategies scale was used. The study used a quasi-experimental research design with pre-test and post-tests. ANCOVA and T-tests were used to analyze the data. The results of the study revealed that there is a statistical significant difference between the two groups in developing language learning strategies in favor of the experimental group. Also, results showed that there is no statistically significant difference in using language learning strategies attributed to gender.

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

2022 ◽  
Vol 7 (1) ◽  
pp. 261-269
Author(s):  
Nurul Ain Othman ◽  
Mimi Nahariah Azwani Mohamed ◽  
Nor Fadhilah Ahmad Powzi ◽  
Suzilla Jamari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Cognitive Strategies ◽  
Language Learning Strategies ◽  
The Social ◽  
Group Interviews ◽  
University Undergraduates

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.

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