scholarly journals Effects of Language Learning Strategies and Learners’ Motivation on Students’ Learning Achievement

2015 ◽  
Vol 3 (2) ◽  
pp. 132 ◽  
Author(s):  
Hao-Yuan Cheng ◽  
Nai-Ying Chang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Course Performance ◽  
Test Analysis ◽  
New Information ◽  
Significant Difference ◽  
Group A ◽  
The Mean ◽  
The Relationship

<p>This study investigated whether learning strategies had made any impact on learners’ achievement and explored whether learning motivation was correlated with learning strategies. The participants of this study were the students from the EFL (English as a Foreign Language) intermediate level course at a college in Taiwan. The students were given a pretest and a posttest. The mean scores of these tests were compared with a SILL survey (Strategies Inventory for Language Learning) at the end of the investigation. The participants’ course performance was compared with their use of learning strategies. The assumption of the relationship between learning strategies and motivation is that motivated learners have a greater desire to seek out solutions or support from others and employ more strategies to process the new information. The results of this investigation revealed that only the memory strategies had a significant difference in the posttest of Group A on the independent sample t-test analysis.</p>

scholarly journals Student Presentations Upgrades Through Use of Language Learning Strategies

2017 ◽  
Vol 2 (2) ◽  
pp. 238
Author(s):  
Iis Lisnawati ◽  
Yuyun Yuniawati ◽  
Titin Kusmini
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Experimental Testing ◽  
Department Of Education ◽  
Learning Objectives ◽  
Language Learning Strategies ◽  
Learning Stage ◽  
Significant Difference ◽  
The Mean ◽  
Good Learning

This research is experimental testing of Language Learning Strategies to improve student presentation at the Indonesian Department of Education, University of Siliwangi Tasikmalaya. Learning stage presentations using Language Learning Strategies are as follows. (1) preparation, (2) presentation, (3) practice, (4) evaluation, (5) expansion activities. In each stage been LLS is eclectic in accordance with the needs of learning, good learning objectives, material characteristics, and the characteristics of the students. There is a significant difference between the mean score of the pretest to posttest mean score in the experimental class and there is a significant difference between the mean score of posttest in the experimental class with a mean score of posttest in control classes. This proves that effective language learning strategies to improve student presentation.

scholarly journals The Relationship between Iranian EFL Learners’ Use and Preferences of Language Learning Strategies and Their Meta-Knowledge and Tasks of Pragmatic Competence

2017 ◽  
Vol 7 (1) ◽  
pp. 142
Author(s):  
Khadijeh Najafi ◽  
Firooz Sadighi ◽  
Mohammad Sadegh Bagheri ◽  
Lotfollah Yarmohammadi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Pragmatic Competence ◽  
Fars Province ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
The Mean ◽  
The Relationship

The present study investigated the relationship between Iranian EFL learners’ use and preferences of language learning strategies and their meta-knowledge and the tasks of pragmatic competence. Quick Oxford Placement Test, version 2 (2004) was administered and 120 upper-intermediate EFL university students majoring in English translation and TEFL were recruited from the available branches of the Islamic Azad University, Fars province. Likewise, a questionnaire entitled Iranian EFL learners’ meta-knowledge and pragmatic tasks (2016) was used to explore EFL learners’ meta-knowledge and tasks of pragmatic competence and the mean score was calculated. Then, Oxford Strategy Inventory for Language Learning (1990) was used to analyze EFL learners’ use and preferences of language learning strategies and the mean score was calculated. Also, to examine any possible relationship between EFL learners’ use and preferences of language learning strategies and their meta-knowledge and pragmatic tasks, some correlations were run. The results of data analyses showed that Iranian EFL learners were moderate in meta-knowledge and tasks of pragmatic competence and in their use of language learning strategies in general. More detailed analyses of the data ranked the order of the applications of the strategies as: social strategies, meta-cognitive strategies, cognitive strategies, memory strategies, compensation strategies and affective strategies from the most to the least frequent strategies applied by the participants of the study. There was a significant medium positive relationship between meta-knowledge and tasks of pragmatic competence and meta-cognitive strategy. However, there were slight but significant positive relationships between meta-knowledge and tasks of pragmatic competence and compensation and affective strategies and no relationships between meta-knowledge and tasks of pragmatic competence and social, affective and compensation strategies.

scholarly journals PERBEZAAN JANTINA DALAM PENGGUNAAN STRATEGI PEMBELAJARAN KEMAHIRAN BERBAHASA ARAB[GENDER DIFFERENCES IN THE USE OF STRATEGIES FOR ARABIC LANGUAGE LEARNING]

2018 ◽  
Vol 3 (1) ◽  
pp. 143
Author(s):  
Nadhilah Abdul Pisal ◽  
Kamarul Shukri Mat Teh
Keyword(s):  
Gender Differences ◽  
Language Learning ◽  
Learning Strategies ◽  
Arabic Language ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Test Analysis ◽  
Significant Difference ◽  
Listening Strategies

Gender is one of the factors that distinguish the use of language learning strategies among students. Therefore, this study was carried out to determine the level and types of language learning strategies used by male and female students. Data were collected through questionnaires distributed to 350 form four students from 12 religious secondary schools in Kedah, Malaysia. Descriptive findings showed that both groups of students used the strategies at a moderate level except for the reading strategies which were highly employed by female students. The results of t-test analysis show that there is a significant difference on the overall use of the strategies and in the five main constructs of strategies based on gender. Overall, the female students were found to surpass the male students in the use of language learning strategies. However, the construct of listening strategies did not show significant difference result. In conclusion, the female students used language learning strategies more frequently than the male students. The implication of this study is that teachers can plan a variety of language activities to encourage the use of certain strategies by different genders.Keywords: Language learning strategies, language skills, strategies for language learning skills, Arabic language, gender.Cite as: Abdul Pisal, N. & Mat Teh, K.S. (2018). Perbezaan jantina dalam penggunaan strategi pembelajaran kemahiran berbahasa Arab [Gender differences in the use of strategies for Arabic language learning]. Journal of Nusantara Studies, 3(1), 143-153.http://dx.doi.org/10.24200/jonus.vol3iss1pp143-153  AbstrakPerbezaan jantina merupakan salah satu faktor yang didapati turut membezakan penggunaan strategi pembelajaran bahasa dalam kalangan pelajar. Oleh itu, kajian ini dijalankan untuk menentukan tahap dan jenis penggunaan strategi pembelajaran kemahiran berbahasa (SPKB) oleh pelajar lelaki dan pelajar perempuan. Data kajian diperoleh melalui soal selidik yang diedarkan kepada 350 orang pelajar tingkatan empat dari 12 buah sekolah menengah agama sekitar Kedah, Malaysia. Dapatan kajian deskriptif menunjukkan kedua-dua kumpulan pelajar menggunakan strategi pada tahap sederhana sama ada secara keseluruhan mahupun berdasarkan konstruk, kecuali pada konstruk strategi membaca, pelajar perempuan menggunakannya pada tahap tinggi. Hasil analisis ujian-t pula menunjukkan terdapat perbezaan signifikan penggunaan SPKB secara keseluruhan dan mengikut lima konstruk strategi utama berdasarkan jantina. Pelajar perempuan didapati mendahului pelajar lelaki dalam penggunaan strategi secara keseluruhan dan berdasarkan lima konstruk strategi utama tersebut. Sementara itu, baki satu konstruk strategi utama iaitu strategi mendengar tidak menunjukkan perbezaan signifikan. Kesimpulannya, pelajar perempuan didapati lebih banyak dan kerap menggunakan strategi pembelajaran bahasa berbanding pelajar lelaki. Implikasi kajian ini, guru boleh merancang pelbagai aktiviti bahasa yang dapat menggalakkan penggunaan sesuatu strategi dengan lebih kerap kepada kumpulan pelajar yang berlainan jantina.Kata kunci: Strategi pembelajaran bahasa, kemahiran berbahasa, strategi pembelajaran kemahiran berbahasa, bahasa Arab, jantina.

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 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.

scholarly journals The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia

2018 ◽  
Vol 9 (1) ◽  
pp. 69
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Language Learning ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
College Level ◽  
Language Learning Strategies ◽  
Efl Students ◽  
Perceptual Learning Styles ◽  
The Relationship

This study investigated the relationship between EFL students&rsquo; Perceptual Learning Styles (PLS) and their Language Learning Strategies (LLS). A group of (155) college-level EFL students in Saudi Arabia was surveyed. Reid&rsquo;s learning styles model was employed to identify the participants&rsquo; PLS. Oxford&rsquo;s language learning strategies model was used to identify the participants&rsquo; LLS. The study&rsquo;s results showed that the most preferred learning styles among students were kinesthetic, auditory, and group PLS respectively. It was also found that the most frequently used language learning strategies among students were metacognitive, social, and cognitive LLS respectively. The study revealed a statistically significant relationship between participants&rsquo; perceptual learning styles and their language learning strategies.

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