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1
Al-Shaboul, Yousef M., Sahail M. Asassfeh, and Sabri S. Alshboul. "Strategy Use by English-Major Jordanian Undergraduates." Australian Educational and Developmental Psychologist 27, no. 1 (June 1, 2010): 31–40. http://dx.doi.org/10.1375/aedp.27.1.31.
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AbstractResearch suggests that gender and perceived language proficiency level are among the factors that may impact the strategies language learners use. This study explored the impact of these variables on learning strategies used by 111 English-major Jordanian students. The instrument was Oxford's (1990) Strategy Inventory for Language Learning (SILL). The study revealed that females opt to use strategies more frequently than males. Results also showed that the higher the proficiency level, the more frequent the strategy use. Metacognitive strategies were the most prevalent among the different strategy types whereas memory strategies were the least deployed. These findings are discussed and implications are outlined.
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Khonamri, Fatemeh, Martina Pavlikova, Fatemeh Ansari, Natalia L. Sokolova, Andrey V. Korzhuev, and Elena V. Rudakova. "The impact of collaborative instruction of language learning strategies on language learning beliefs and learner autonomy." XLinguae 13, no. 4 (October 2020): 216–34. http://dx.doi.org/10.18355/xl.2020.13.04.16.
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Research on the relationship among language learning strategy, language learning beliefs and autonomy abounds in the literature. However, few studies have explored the possibility of promoting learners’ autonomy and changing their beliefs through instructing language learning strategies in a collaborative manner. In addition, most of the earlier investigations have been carried out through purely cognitive or sociocultural perspectives employing solely quantitative or qualitative methods. Using a socio-cognitive framework, the present study aimed at first, identifying the relationships among language learning beliefs, language learning strategies, and learner autonomy; and second, investigating the role of collaboration in using language learning strategies that would eventually lead to autonomy and change of beliefs. To collect data, a mixed-method design was applied. An autonomy questionnaire, Horwitz's BALLI (Beliefs about Language Learning Inventory, 1987) and Oxford's SILL (Strategy Inventory for Language Learning, 1990) were given to177 EFL learners at the University of Mazandaran in Iran. To supplement the quantitative data with qualitative data, negotiated interviews and the learners' selfreflection notes were used. The analysis was done using paired sample T-tests, SEM and also content analysis. The findings revealed that language learning beliefs affected the learners' autonomy through the mediation of language learning strategies. However, the instruction of the strategies did not have any effects on the learners' autonomy but it helped in changing their language learning beliefs. The qualitative analysis also led to identifying some categories, subcategories and their relationships to and effects on each other.
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Hapsari, Astri. "Language Learning Strategies in English Language Learning: A Survey Study." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (March 19, 2019): 58–68. http://dx.doi.org/10.21831/lingped.v1i1.18399.
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Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study
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Lin, Jia. "Language learning strategy and language learning achievement." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 2 (November 10, 2017): 148–71. http://dx.doi.org/10.1075/csl.52.2.03lin.
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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.
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Hsiao, Tsung-Yuan. "Testing a Social Psychological Model of Strategy Use with Students of English as a Foreign Language." Psychological Reports 95, no. 3_suppl (December 2004): 1059–71. http://dx.doi.org/10.2466/pr0.95.3f.1059-1071.
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This replication study tested MacIntyre's Social Psychological Model of Strategy Use. Participants were 137 first-year college students (100 men and 37 women), all in their late teens or early 20s, learning English as a foreign language in a university in Taiwan. McIntyre specified three conditions for use of language-learning strategies in his model: awareness of the strategy, having a reason to use it, and not having a reason not to use it. Stepwise multiple regression analyses of data measured by Oxford's 50-item Strategy Inventory for Language Learning partially support this model because only Knowledge about the Strategy (representing the first condition) and Difficulty about Using It (representing the third condition) made significant independent contributions to the prediction of use of most of the 50 strategies. Close examination of the results poses questions about MacIntyre and Noels' thesis, as implied in their revised model, that reason to use the strategy and reason not to use the strategy are independent. The present replication suggests a need for further revision of the model. Use of methods more advanced than the multiple regression is recommended to test and refine the model.
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Al-Shabou, Yousef M., Sahail M. Asassfeh, and Sabri S. Alshboul. "JORDANIAN STUDENTS LEARNING ENGLISH: STRATEGY DEPLOYMENT." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 101–20. http://dx.doi.org/10.5750/bjll.v3i0.25.
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Gender and language proficiency are among the key factors that may impact learning strategy use. Thus, this study explored the impact of gender, perceived language proficiency, and academic level on learning strategy use by 111 English-major EFL students whose native language is Arabic. Using Oxford’s Strategy Inventory for Language Learning (SILL), the study revealed that females opt to use strategies more frequently than do males. The results also showed that the higher the proficiency level of the students was, the more frequent strategy use was. The most prevalent among the different strategy types was metacognitive ones when the least was memory. These findings are discussed and implications are set accordingly.
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Mohammadipour, Mohammad, Sabariah Md Rashid, Shameem Rafik-Galea, and Yap Ngee Thai. "The Relationships between Language Learning Strategies and Positive Emotions among Malaysian ESL." International Journal of Education and Literacy Studies 6, no. 1 (January 31, 2018): 86. http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.86.
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Emotions are an indispensable part of second language learning. The aim of this study is to determine the relationship between the use of language learning strategies and positive emotions. The present study adopted a sequential mixed methods design. The participants were 300 Malaysian ESL undergraduates selected through stratified random sampling from 5 public universities in Malaysia. The quantitative data were collected through two sets of questionnaires: (a) Oxford's (1990) Strategy Inventory for Language Learning (SILL), and (b) Fredrickson's (2009) modified Differential Emotional Scale (mDES). The qualitative data were gathered through semi-structured interviews. With regard to the quantitative data analysis, a series of t-tests and correlational analyses were used. The data from the interviews were analysed qualitatively. A positive significant correlation was found between positive emotions and overall language learning strategy use. Also, the qualitative results of the study indicated that the learners who experienced more positive emotions tended to use a greater variety of language learning strategies. The findings of the study emphasise the importance of students’ positive emotions in their use of language learning strategies. It might be suggested that teachers by designing the classroom settings and instructions which promote positive emotions can inspire learners to use language learning strategies more frequently and with a greater variety which in sequence relate to learners’ language learning proficiency.
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Seker, Meral. "Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies." SAGE Open 6, no. 4 (October 2016): 215824401668417. http://dx.doi.org/10.1177/2158244016684175.
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The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.
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Hidayah, Taufik. "PREFERENCE IN LANGUAGE LEARNING STRATEGIES (LLS) OF THE STUDENTS IN THE ENGLISH LANGUAGE EDUCATION DEPARTMENT AT THE UNIVERSITY OF MUHAMMADIYAH JEMBER." ELP (Journal of English Language Pedagogy) 5, no. 1 (January 13, 2020): 61–72. http://dx.doi.org/10.36665/elp.v5i1.238.
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The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their own strengths and weaknesses in skills and content courses and self-regulate learning so as to make progress with teachers’ assistance.
Keywords: language learning strategies (LLS); Strategy Inventory of Language Learning (SILL); memory strategies; cognitive strategies; metacognitive strategies; socio-affective strategies; compensation strategies.
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Lestari, Mega, and Achmad Yudi Wahyudin. "LANGUAGE LEARNING STRATEGIES OF UNDERGRADUATE EFL STUDENTS." Journal of English Language Teaching and Learning 1, no. 1 (June 27, 2020): 25–30. http://dx.doi.org/10.33365/jeltl.v1i1.242.
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This study attempts to explore the language learning strategies used by the students’ who take English Literature study programs in English as a foreign language (EFL) setting. This study involves 76 participants asked to fulfill a questionnaire called Strategy Inventory for Language Learning (SILL) developed by Oxford (1990). The result of this research showed that metacognitive has been the most frequently used strategy followed by social and compensation strategies while affective strategies become the least strategy used by the students. This research could be meaningful insight for other researches or the students to analyze the language learning strategies used by the students and be meaningful to know the language learning strategies that appropriate especially in the field of the second language.
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Nawa, Agus Trioni. "AN INVESTIGATION OF THAI STUDENTS’ ENGLISH LANGUAGE LEARNING STRATEGIES." Pedagogy : Journal of English Language Teaching 6, no. 1 (June 8, 2018): 47. http://dx.doi.org/10.32332/pedagogy.v6i1.1110.
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The purpose of this study was to investigate the English language learning strategies implemented by Thai students with the consideration of gender variable. The study employed a descriptive quantitative research design which involved administering questionnaires of rating scale using Oxford, (1990) Strategy Inventory for Language Learning (SILL) to investigate the most frequent language learning strategies from 38 Thai students (15 males and 23 females) of Wahid Hasyim University of Semarang. This study revealed that females showed more strategic (3.34) in learning English than males (2.823). Generally, females showed more frequent use social strategies and males showed more frequent use affective strategies.
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Sumarni, Sumarni, and Noor Rachmawaty. "Gender Differences in Language Learning Strategies." Ethical Lingua: Journal of Language Teaching and Literature 6, no. 1 (March 4, 2019): 13–22. http://dx.doi.org/10.30605/ethicallingua.v6i1.1169.
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This study investigates the application of language learning strategies by different gender of university students. To do so, memory, cognitive, compensation, metacognitive, affective, and social language learning strategies were investigated. To collect data, the Strategy Inventory for Language Learning (SILL; Oxford, 1990) was administered to male and female student. They, then, were analyzed using descriptive statistics. The findings of the study indicated that students used a wider range of learning strategies and different from those often preferred by their gender. Both female and male often use social strategies while the lowest frequency strategy use both them were different. The results of this study can be useful for language teachers instead of raising their awareness on reducing the gap between the students' language learning strategies and their teaching technique preferences.
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Balci, Ozgul. "An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students." English Language Teaching 10, no. 4 (March 5, 2017): 53. http://dx.doi.org/10.5539/elt.v10n4p53.
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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.
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Charoento, Mongkol. "Individual Learner Differences and Language Learning Strategies." Contemporary Educational Researches Journal 7, no. 2 (July 27, 2017): 57–72. http://dx.doi.org/10.18844/cerj.v7i2.875.
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This study aimed to investigate what language learning strategies were frequently used by English as a foreign language undergraduates at a public university in Bangkok, Thailand and the significant differences in the use of language learning strategies based on individual differences, including gender and self-rated English proficiency. The research was conducted with 392 Thai undergraduates through administering a quantitative method. Instruments for the study included a demographic questionnaire and Oxford’s Strategy Inventory for Language Learning. The findings revealed that research participants reported a low-to-medium use of language learning strategy. The strategies most used by learners were compensation strategies while the least were cognitive strategies. Regarding gender differences, female participants used the all six strategy categories more than did the male counterparts. The results also demonstrated that participants with different English proficiency employed learning strategies at different levels with a statistical significance at .05 in almost six strategies, except affective strategies. Research participants who were good at English most used metacognitive while social strategies were most used by participants with less English proficiency.
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Sari, Purnama Yulian, Dedi Sofyan, and Gita Mutiara Hati. "LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL STUDENTS OF THE ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITY OF BENGKULU." Journal of English Education and Teaching 2, no. 4 (June 25, 2019): 68–75. http://dx.doi.org/10.33369/jeet.2.4.68-75.
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This research is aimed at finding the language learning strategy used by successful students that is categorized into six kinds of strategies; memory, cognitive, metacognitive, affective, compensation, and social strategy suggested by Oxford (1990). The population of the research are students of English study program University Bengkulu year 2014 and 2015 that have GPA 3.51 to 4.00. Methodology of this research is descriptive quantitative. Data were collected by using questionnaires as the instruments. The questionnaires consist of 50 items based on Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 about language learning strategy. The data were processed by using Microsoft Excel 2013 to find the most dominant strategy used by the students. The results showed that the successful students use more than one language learning strategy or mixed strategy, including memory, cognitive, metacognitive, affective, compensation, and social strategy. The dominant strategy used by successful students was metacognitive with mean score 3.94 followed by compensation (3.81), cognitive (3.59), social (3.43), memory (3.31), and affective strategy (3.30). Metacognitive strategies have positive and significant influence toward academic achievement on successful students in learning a language. Metacognitive strategies can help the students to develop good thinking management ability. It also create good academic achievement. In the other hand, the choice of lowest strategy seems to be affected by technology advances, curriculum, feelings, mood, and attitude of the students which is unpredictable.
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Balci, Ozgul, and Selma Durak Uguten. "The Relationship between EFL Learners’ Language Learning Strategy Use and Achievement." International Education Studies 11, no. 2 (January 26, 2018): 1. http://dx.doi.org/10.5539/ies.v11n2p1.
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The primary purpose of this study was to examine the relationship between language learning strategy use and foreign language achievement, focusing on differences in gender. A total of 263 English as a foreign language students enrolled in English preparatory class program at Necmettin Erbakan University, School of Foreign Languages participated in the study. This was a descriptive study in relational screening model. The Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007), was used as the data collection tool. Results from the study indicated that metacognitive strategies were the most frequently used strategies among the participants, while cognitive strategies were the least frequently used. There was no significant difference between the male and female students in terms of language learning strategy use except memory strategies. Also, low but statistically significant positive correlations were observed between foreign language achievement and cognitive (r=0.23; p=0.00), compensation (r=0.16; p=0.01) and metacognitive strategies (r=0.15; p=0.02). The findings reported in the study suggest that high-level strategy use could affect students’ achievement in foreign language preparatory classes.
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Marina, Marina. "LANGUAGE LEARNING STRATEGY OF STUDENTS IN INTENSIVE ENGLISH LANGUAGE INSTITUTE (IELI) OF FLINDERS UNIVERSITY." Englisia Journal 4, no. 2 (August 27, 2017): 66. http://dx.doi.org/10.22373/ej.v4i2.1649.
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This study aims to examine the influence of gender and nationality on the use of language learning strategies. The population of this study was the students who enrolled and studied in IELI of Flinders University and 34 students became the convenience samples. Strategy Inventory for Language Learner (SILL) questionnaire version 7.0 developed by Oxford (1990) was used as the main instrument of the research. The data analysis in this research used quantitative approach with Cronbach’s α for measuring item reliability, descriptive statistics for demographic data and Independent-Samples T-test for gender differences, and analysis of variance (ANOVA) for nationality differences. The results showed that gender and nationality has had an insignificant effect in the use of language learning strategies.
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Pawlak, Mirosław, and Zuzanna Kiermasz. "The use of language learning strategies in a second and third language: The case of foreign language majors." Studies in Second Language Learning and Teaching 8, no. 2 (July 24, 2018): 427–43. http://dx.doi.org/10.14746/ssllt.2018.8.2.11.
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Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.
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Alzubi, Ali Abbas Falah, and Manjet Kaur Mehar Singh. "The Use of Language Learning Strategies through Smartphones in Improving Learner Autonomy in EFL Reading among Undergraduates in Saudi Arabia." International Journal of English Linguistics 7, no. 6 (September 24, 2017): 59. http://dx.doi.org/10.5539/ijel.v7n6p59.
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Language learning strategies (LLS) and learner autonomy (LA) are believed to achieve a sustainable long-life learning process leading to a more reading competence (O’malley & Chamot, 1990; Oxford, 1990). LA is a pedagogical imperative inasmuch as language is largely an autonomous activity (Kumaravadivelu, 2006). This study examines the improvement of LA through the explicit use of LLS in EFL reading in a mobile-assisted language learning (MALL) environment among English as a foreign language (EFL) readers enrolled in Preparatory Year program at Najran University in Saudi Arabia. To this end, a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL), was administered to 32 students to measure their reading strategy use mediated by smartphones in EFL reading context. The data analysis revealed moderate averages (60%) of LLS (memory, cognitive, compensation, metacognitive, affective, and social strategies) among EFL undergraduates in EFL reading context. Consequently, these results may restrain the improvement of LA in virtual learning environments, mostly teacherless platforms, where learners need to have these strategies to help them control and manage their own language learning in almost independent learning settings, freedom in time, place, access to resources, and material choices. It is recommended that LA be improved through a strategy use instruction mediated by smartphones in EFL reading context.
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Othman, Hozan G. "Examining Language Learning Strategies Used By Kurdish Monolingual (Kurdish) And Bilingual (Kurdish-Arabic) Speakers As Efl Learners." Humanities Journal of University of Zakho 5, no. 3 (September 30, 2017): 873. http://dx.doi.org/10.26436/2017.5.3.445.
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This study investigates the difference between monolingual (Kurdish) and bilingual (Kurdish-Arabic) speakers as EFL (English as a Foreign Language) learners with regard to the use of Language Learning Strategies (LLS). It aims to identify the differences found between the two samples in terms of using the (LLS). A total number of 100 EFL students at Zakho University as Bilinguals and Duhok University as Monolinguals of English Departments of both universities participated in the study. All the participants were third and fourth year undergraduate students from both universities. They were asked to answer a questionnaire on Rebecca Oxford's Strategy Inventory for Language Learning known as SILL. The strategies followed in this paper are the direct ones (memory, cognitive, compensation) and the indirect ones (meta-cognitive, affective, and social) which are highlighted in Oxford (1990). These strategies are chosen for this paper because they are considered to be the most agreed upon ones by many writers in the area of English as a Foreign Language (EFL). The valid and reliable statistical ‘independent t-test’ of SPSS is used to analyze the data. It is hypothesized that the results will show significant differences between the two groups (monolinguals and bilinguals) in their strategies in favour of bilinguals. The results of the research reveal that all strategies are clearly and soundly used by both groups, and surprisingly there is no significant difference between bilinguals and monolinguals with regard to the use of the six strategies. It was also found that there is no significant difference between third and fourth year levels concerning the use of the mentioned strategies, as well as there are two identical favourite lists of LLS for both groups.
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Yang, Pei-Ling. "Strategy Building through Keeping English Learning Journals." International Journal of English Language Teaching 6, no. 1 (December 11, 2018): 14. http://dx.doi.org/10.5430/ijelt.v6n1p14.
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The present study aims to investigate the effect of English learning journal on strategy building. Learning strategiesare proved and claimed by many researchers that it has a close association with good language learners. However,there is little research on building learning strategies through keeping a weekly journal. The participants, in the study,were 33 EFL Taiwan college students, taking English for Socializing as an optional course for one semester. Duringthe semester, they were required to keep a weekly learning journal related to their English learning (in-class and afterclass) and to send it to the instructor-researcher via the Moodle. The Moodle, in the study, serves as the function ofdiaries, providing an instant and convenient way of sending and saving information. The study’s instrument,Oxford’s Strategy Inventory of Language Learning (SILL), is applied to examine whether or not there is anysignificant difference of the learners’ strategy use before and after the study. For the purpose of finding out whetheror not there are significant differences in the numbers of employing language learning strategies, a series ofquantitative tests are carried out. Besides the quantitative results of SILL, a semi-structured post-interview is alsoadministered to unfold more about the English learning journal and strategy use from the perspectives of the learners.The findings of the study could shed light on language learning, especially on strategy building.
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Barrios, Elvira. "Spanish pre-service teachers of English." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 28, no. 1 (September 10, 2015): 48–72. http://dx.doi.org/10.1075/resla.28.1.03bar.
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This study examined patterns of perceived strategy use among prospective Spanish primary teachers of English and the relationship between those strategies and the prospective teachers’ English proficiency. A total of 116 student teachers were administered the Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 (ESL/EFL). The Oxford Placement Test was used to obtain a measure of proficiency in English. Descriptive statistics, a post hoc thematic analysis and Spearman correlation coefficients were used to analyze the data. The results showed that the participants were medium-to-high strategy users overall and that they reported using metacognitive strategies and those relating to understanding most frequently, while memory and affective strategies were used least frequently. According to the self-reported study data, the most frequently-used individual strategy involved paying attention to language whereas the least-used strategy involved writing down feelings in a learning diary. Findings indicate a generally low correlation between strategy group scores and English proficiency. In addition, there is no significant correlation between the SILL and proficiency scores; however, when the low-use strategies are not computed for the measure of frequency of language learning strategy use, a significant positive correlation is found between self-reported frequency of strategy use and proficiency.
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Al-Dail, Hanan K,, and Nasser M, Freahat. "Saudi EFL Students’ Personality Types and Their Language Learning Strategies." Journal for the Study of English Linguistics 7, no. 1 (May 30, 2019): 55. http://dx.doi.org/10.5296/jsel.v7i1.14871.
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The purpose of this study was to examine the relationship between personality types and English language learning strategies, and to examine the pattern of English language learning strategies used by Saudi EFL university students. The sample of the study consisted of 68 EFL female students in the English department at Al-Imam Muhammad Ibn Saud Islamic University (IMSIU). Two instruments were used to collect the data; Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the Myers-Briggs Type Indicator (MBTI). The findings indicated that the participants were medium-high range strategy users and that the most frequently used strategy category among the six categories is metacognitive strategies followed by cognitive strategies, compensation strategies, social strategies, memory strategies, and finally, affective strategies. The observations indicated that there were some significant differences among students’ language learning strategy preferences based on their personality type. However, the relationship between the two variables is more complex and by no means direct and the reason was discussed in the research.
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Chen, Mei-Ling, and Li-Mei Hung. "Personality Type, Perceptual Style Preferences, and Strategies for Learning English as a Foreign Language." Social Behavior and Personality: an international journal 40, no. 9 (October 1, 2012): 1501–10. http://dx.doi.org/10.2224/sbp.2012.40.9.1501.
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We investigated the influence that personality type has on perceptual learning style preference and language learning strategies. Participants were 364 senior high school students in Taiwan who were studying English as a foreign language. The instruments used to collect data were the Myers-Briggs Type Indicator (Myers & McCaulley, 1985), the Perceptual Learning Preferences Survey (adapted from Kinsella's 1995 survey), and the Strategy Inventory for Language Learning (Oxford, 1990). Results showed significant relationships between language learning strategy and the introverted/extroverted personality type. Significant relationships were also found between the sensing/intuitive personality type and memory, compensation, social, and metacognitive strategies.
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Jurkovič, Violeta. "Analysis of Language Learning Strategies Used by Students of Traffic Technology." ELOPE: English Language Overseas Perspectives and Enquiries 2, no. 1-2 (June 22, 2005): 209–21. http://dx.doi.org/10.4312/elope.2.1-2.209-221.
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Language learning strategies play a vital role in the language acquisition process, and this includes the realm of ESP at the tertiary level of education. This contribution first defines the concept of language learning strategies and gives a historical background to language learning strategy research. The central section focuses on a comparative analysis of language learning strategies used by first year students of traffic technology at the Faculty of Maritime Studies and Transport in Portorož, University of Ljubljana. The analysis, based on Rebecca Oxford’s “Strategy Inventory for Language Learning”, aims to assess the students’ existing awareness of the process of language acquisition and the learning strategies that they use. Objectives of language teachers should include helping students to raise their awareness of language learning strategies and providing them with contexts for their development. Therefore, the concluding section contains sample ESP teaching materials and student instructions focusing on cognitive language learning strategies.
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Khan, Arshad Ali, Sayyed Rashid Ali Shah, and Hussain Ahmad. "Language Learning Strategies and Students’ Performance in ESL Classrooms." Global Language Review III, no. I (December 30, 2018): 17–38. http://dx.doi.org/10.31703/glr.2018(iii-i).02.
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This study investigates the relation of language learning strategies, memory, cognitive, compensation, metacognitive, social and affective strategy with the language performance of undergraduate students in ESL classroom. Data from the sample of 97 male and 63 female learners in a private university was collected through Strategy Inventory for Language Learning (SILL) by Oxford (1990), which is based on 50 items on the pattern of five-point Likert scale. Students’ GPA scores were collected for the relevant course in order to examine language performance. For descriptive and inferential statistics, the data have been analyzed through SPSS 15.0. The results showed a significant difference between used language strategy and performance. The cognitive and memory strategies were more significant while social and affective strategies were least significant. The study also revealed that female students used strategies more than male students, however gender did not play any significant role in language performance.
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Mutlu, Volkan. "Relationship of Personality Types and Strategy Choices in Foreign Language Learning." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 146–63. http://dx.doi.org/10.2478/sm-2018-0015.
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Summary Language learning is a comprehensive concept with its components and needs. Because of this reason, it is affected by various subjects, most significant two of which are learner personality and language learning strategy choices of the students. By taking into consideration the importance of these factors in language education, the main aim of this study is to find out the relationship of students’ personality types and their language learning strategy choices by also taking into account their language levels to provide information for syllabus designers and language teachers. In order to do this, a survey design method was supported with Myers and Briggs Personality Test and Oxford’s SILL (Strategy Inventory for Language Learning), and 68 randomly selected students participated in this study. After analyzing the data with SPSS 23.0, it was found out that there is no significant statistical relationship between strategy choices and personality types. On the other hand, participants of this study showed different characteristics (most of them have ESTJ (extravert, sensing, thinking, judging) and they also desired to use different learning strategies, most used of which are compensation, memory, and social strategies. The study is crucial as it revealed that students could have different characteristics and learning strategies and these differences should be taken into consideration while planning a language course.
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Gahunga, Olive. "Are Self-Efficacy, Language Learning Strategies, and Foreign Language Ability Interrelated?" Buckingham Journal of Language and Linguistics 2 (June 22, 2010): 47–60. http://dx.doi.org/10.5750/bjll.v2i0.14.
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This study investigated the interrelationships among three variables: self-efficacy, language learning strategies, and language ability. The study participants were thirty-seven college students studying French at a midwestern, medium-size, university located a large metropolitan area. All the students were at the intermediate level of proficiency in French. The students’ self-efficacy was measured through a forty-item questionnaire in which they expressed their levels of certainty that they could perform learning tasks at desired levels of proficiency. Their use of language learning strategies was also measured through a forty-item questionnaire that was an adaptation of Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Their language ability in French was measured through a sixty-item cloze test. The results of the study revealed the existence of positive and statistically significant relationships among the three variables. Recommendations for second language students, programs, and instructors were suggested to help students achieve higher communicative competence.
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Ahmed, Sami Hussein A. "Language Learning Strategies as Used by Saudi Students at Majmaah University." International Journal of English Linguistics 11, no. 1 (November 23, 2020): 147. http://dx.doi.org/10.5539/ijel.v11n1p147.
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This paper examines the patterns of the primary language learning strategies practiced by Saudi students. It investigates the correlation between students’ language competence and their choice of strategy. The study employed a questionnaire focussing on participants’ self-assessment of their linguistic proficiency, i.e., the Strategy Inventory of Language Learning (SILL) by Oxford (1990). This is made up of fifty self-assessment items assessing learners’ regularity in their use of specific language strategies. The outcome reveals that, of the six types of language learning strategies, students tend to most frequently employ the metacognitive strategy, followed by cognitive and social strategies. The findings also highlight that students in possession of a high level of English proficiency are closely associated with the use of: (1) two compensation strategies; (2) two metacognitive strategies; and (3) one effective strategy.
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Pawlak, Mirosław. "Designing and Piloting a Tool for the Measurement of the Use of Pronunciation Learning Strategies." Research in Language 8 (October 19, 2010): 189–202. http://dx.doi.org/10.2478/v10015-010-0005-6.
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Despite the fact that the last few years have witnessed a growth of interest in pronunciation learning strategies (PLS) (e.g. Petersen 2000; Pawlak 2008a; Wrembel 2008), this line of inquiry still remains neglected and is in urgent need of further empirical investigation. This is because the available research findings are primarily confined to the identification and description of the strategic devices that learners draw upon in their attempts to learn the various segmental and suprasegmental features, with only a handful of studies addressing such issues as the factors influencing PLS choice and use, the impact of proficiency levels or the value of strategies-based instruction in this area. Another problem is related to the use of diverging research methodologies and data collection tools, which renders it impossible to make comparisons between various studies, view their results in a cumulative way and arrive at conclusions concerning the effectiveness of specific strategies used by learners. What appears to be indispensable to drive the field forward and ensure that research findings will be comparable across studies and provide a sound basis for feasible pedagogic proposals is to draw up a classification of PLS and design on that basis a valid and reliable data collection tool which could be employed to measure the use of these strategies in different groups of learners, correlate it with individual and contextual variables, and appraise the effects of training programs. In accordance with this rationale, the present paper represents an attempt to propose a tentative categorization of pronunciation learning strategies, adopting as a point of reference the existing taxonomies of strategic devices (i.e. O'Malley and Chamot 1990; Oxford 1990) and the instructional options teachers have at their disposal when dealing with elements of this language subsystem (e.g. Kelly 2000; Goodwin 2001). It also introduces a research instrument designed on the basis of the classification that shares a number of characteristics with Oxford's (1990) Strategy Inventory for Language Learning but, in contrast to it, includes both Likert-scale and open-ended items. The findings of a pilot study which involved 80 English Department students demonstrate that although the tool requires considerable refinement, it provides a useful point of departure for future research into PLS.
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Dawood, Asst Prof Zeena Abid Ali. "Direct Language Learning Strategies in EFL." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 60, no. 1 (March 13, 2021): 115–32. http://dx.doi.org/10.36473/ujhss.v60i1.1296.
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This present study was designed to investigate the impact of using direct language learning strategies on long term and short term (LT and ST for short) of vocabulary retention of non-specialist EFL learners in Iraq. A total of 60 Iraqi male non-specialist EFL learner’s college between the ages of 19 and 21participated in the study. The data were collected using a questionnaire (five-point rating) from Oxford’s (1990) the Strategy Inventory for the Language Learning (SILL for short / version7). To identify the strategies used, the information gathered was analyzed using descriptive statistics of means, frequency and standard deviation. In direct language learning strategies (DLLS for short) study, the (t-test) has been used to examine the learners ' performance of vocabulary retention in LT and ST. On the other hand, One-way between groups (ANOVA) with post-hoc comparison test was used to investigate the differences between LT and ST of the vocabulary retention by using the subcategories of direct language learning strategies. The outcomes showed that the learners’ strategy uses ST more out weights than LT of vocabulary retention. According to the outcomes, the most used (in both long term and short term) was (memory) strategies and followed by (compensation and cognitive) strategies. In the light of the results obtained, a number of pedagogical implications and suggestions were presented.
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Garcia, Vítor Romário Monticelli. "Learning English in the elderly: an analysis of motivational factors and language learning strategies." BELT - Brazilian English Language Teaching Journal 8, no. 2 (December 31, 2017): 234. http://dx.doi.org/10.15448/2178-3640.2017.2.28264.
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This study investigates motivational factors and language learning strategies involved in the process of learning English as a Foreign Language (EFL) in the elderly. The taxonomy of strategies developed by Oxford (1990) is adopted, as well as discussions on motivation in language learning. Twenty-five (25) elderly students participated in this research. Three instruments were administered for data collection, (i) a placement test; (ii) a background questionnaire; (iii) and a translated version of the Strategy Inventory for Language Learning (SILL), proposed by Oxford (1990). Results identified 11 strategies used more frequently, most of them metacognitive strategies. Results also show that learning English, travelling, and socializing are motivational factors in this group. This paper may contribute to researchers and to English teachers and elderly students by shedding some light on features of EFL learning in the elderly regarding language strategies and motivational aspects.
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Rachmawati, Iin. "Learning Strategies Used by The British Institute for Upper Intermediate and Advanced Students." NOBEL: Journal of Literature and Language Teaching 7, no. 2 (September 4, 2016): 155–62. http://dx.doi.org/10.15642/nobel.2016.7.2.155-162.
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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.
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Cawagdan– Cuarto, Harieth C. Cawagdan –. Cuarto C., and Emelinda E. Rivera. "Influence of Language Learning Strategies to the English Proficiency Test Performance of College Students." JPAIR Multidisciplinary Research 32, no. 1 (July 31, 2018): 149. http://dx.doi.org/10.7719/jpair.v32i1.580.
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Learning of English as second and even foreign language has been stressed out in all levels of education. Thus, teachers and researchers have been focusing on describing externally observable behaviors of language learners, followed by attempts to label categorized strategic behaviors and link them to language proficiency. This descriptive correlational study aimed to describe the extent of learners’ use of the language learning strategies (LLS) and determine its relationship with the English proficiency test performance of college students (N=82). The Oxford’s Strategy Inventory Language Learning (SILL) and a standardized College English Proficiency Test were the main instruments of the study. Results showed that memory, metacognitive, cognitive, compensation, organizing and evaluation and affective learning strategies do not significantly affect students’ English proficiency test performance; whereas social learning strategies is a strong predictor of students’ English proficiency test performance. This research provides a basis for utilizing social learning strategies as an intervention for improving students’ English proficiency.
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Yustitiasari, Hilda _. "THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY." Lingual: Journal of Language and Culture 8, no. 2 (February 8, 2020): 39. http://dx.doi.org/10.24843/ljlc.2019.v08.i02.p07.
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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.
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Chiang, Yung-Nan, and Daniel Steve Villarreal. "Foreign Language Learning Strategies and Consecutive Interpreting Achievement: An Exploratory Study on Taiwanese Interpreting Students." Meta 58, no. 1 (March 12, 2014): 146–64. http://dx.doi.org/10.7202/1023814ar.
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Although it has been frequently noted that interpreting students’ command of their working languages has not been solid enough to meet the challenge of interpreting, especially the challenge of interpreting from an A language to a B language, there has been no empirical research into whether their B language learning strategies are related to their interpretation achievement. This exploratory study filled this gap in the literature by investigating the relationship between foreign language (English) learning strategies and consecutive interpreting achievement among a group of undergraduate interpreting students in Taiwan. The participants’ learning strategies were assessed by Oxford’s Strategy Inventory for Language Learning (SILL), while their achievement was measured by their semester grades in Mandarin-English interpreting classes. Descriptive statistics and correlation analyses were used to analyze the data. The results showed that learning strategies had significant positive correlations with interpreting achievement, regardless of whether the SILL was analyzed in terms of the overall scale, its subscales, or its individual items. Based on the results, implications for offering learning strategies training to students are discussed and directions for future research are suggested.
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Sakinah, Yanik Lailinas, Putu Dian Danayanti Degeng, and Sahiruddin Sahiruddin. "LANGUAGE LEARNING STRATEGIES EMPLOYED BY EFL LEARNERS IN A RURAL AREA." JOALL (Journal of Applied Linguistics & Literature) 5, no. 1 (February 5, 2020): 26–38. http://dx.doi.org/10.33369/joall.v5i1.9739.
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Learning strategy has been widely acknowledged to play an important role in foreign language learning to help the learners in improving language competence. However, studies about language learning in EFL setting in various setting with different participants are still required as to provide a comprehensive representation of how language learning strategies are applied by L2 learners, particularly in an Indonesian EFL setting. This study aimed to examine what language learning strategies are used by EFL learners who work as the local tour guide at National Park of Bromo Tengger Semeru /Taman Nasional Bromo Tengger Semeru (TNBTS), located in East Java, Indonesia. Participants of this study were 33 English learners who work as local tour guide The instruments used was Strategy Inventory for Language Learning (SILL) version 7.0 adapted from Oxford (1990) consisting of 50 questions with 5 scale for each item. This study had a quantitative design as it dealt with the analysis of the numeric data collected from the questionnaire results and employed SPSS software as a tool to analyze descriptive statistics. The result showed that the most frequent strategy used was compensation strategy with mean value 3.64 and the least frequent strategy used was memory strategy with mean value 2.77.
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Rianto, Agus. "A Study of Language Learning Strategy Use among Indonesian EFL University Students." Register Journal 13, no. 2 (October 1, 2020): 231–56. http://dx.doi.org/10.18326/rgt.v13i2.231-256.
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This study investigated the use of language learning strategies among 329 Indonesian undergraduate students in their English as foreign language learning. The Strategy Inventory for Language Learning (SILL) Version 7.0 for ESL/EFL learners developed by Oxford was employed to measure the students’ EFL learning strategies based on gender, study program, and English proficiency differences. A descriptive analysis and an independent t-test were used to analyze the collected data. The findings showed that the female, the social science, and the higher English proficiency students used overall language learning strategies more frequently in their EFL learning. Metacognitive was the strategy category most used by the students and compensation was the least used one. The memory, cognitive, metacognitive, affective, and social strategy categories were used at a high level and the compensation strategy category, at a moderate level. Although there were significant differences in the use of overall strategy and strategy categories between males and females and between social science and science students, no significant differences were found in use between students with lower and higher English proficiency. The findings had several practical implications in the process of EFL learning, especially in the higher education context. Keywords: Language Learning Strategy, English Proficiency, Gender, SILL, Study Programs
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Zareva, Alla. "Strategy use of Russian pre-service TEFL university students: using a strategy inventory for program effectiveness evaluation." International Journal of English Studies 13, no. 1 (April 25, 2013): 69. http://dx.doi.org/10.6018/ijes/2013/1/148711.
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<p>The focus of the present study is on identifying categories of learning strategies that are mostly used by Russian university students in an English Linguistics Program with a TEFL concentration. The more specific goal of the study is to offer a model of evaluation of the effectiveness of TEFL-oriented programs in terms of the language learning strategies their students use and recognize as pedagogically applicable to their EFL environment. To this end, two groups of students were compared on their self-reported frequency of strategy use —1<sup>st</sup> year students (<em>n </em>= 23), who had just entered the program, and 4<sup>th</sup> year students (<em>n </em>= 38), who were close to graduating from the program and entering the teaching profession. The main instrument used in the study was a version of the <em>Strategy Inventory for Language Learning</em> (SILL), designed by Oxford (1990). Overall, both groups showed high to medium frequency of use of all strategy categories; however, the 4<sup>th</sup> year students revealed a more finely-grained scale of strategy use priorities. The findings of the study can help curriculum designers and instructors refine the focus of their TEFL-track programs and make informed decisions about emphases and de-emphases in their students’ training.</p>
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Alhaysony, Maha. "Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender." Theory and Practice in Language Studies 7, no. 1 (January 1, 2017): 18. http://dx.doi.org/10.17507/tpls.0701.03.
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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.
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Wahdah, Nurul. "Dayakese Students’ Beliefs About Arabic Language Learning and Their Relation with The Language Learning Strategies." ALSINATUNA 4, no. 1 (December 21, 2018): 1. http://dx.doi.org/10.28918/alsinatuna.v4i1.1589.
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Language learners often bring their personal philosophy into foreign language learning. Beliefs about language learning might support to selecting the ways of learning in foreign language. This study aims at finding out the correlation between Dayakese students’ beliefs about language learning and their learning strategies in Arabic as a foreign language at Central Borneo, Indonesia. Sixty-one students were asked to participate in this study. The instruments used were Beliefs about Language Learning (BALLI) proposed by Horwitz (1988) and Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analyzing data, arithmetic mean, standard deviation and correlation coefficient of Pearson product moment were used. The findings can be explained as follows. 1) The aptitude, learning difficulty, and communication and learning strategies dimensions were at medium level, while nature of language learning and motivation & expectation dimensions were at high level. Generally, Dayakese students’ beliefs about Arabic language learning were at medium level; 2) The popular strategies used by Dayakese students were metacognitive and affective strategies; 3) The significant correlations were found between Dayakese students’ beliefs about language learning and their Learning Strategies in Arabic as a foreign language with coefficient correlation 0.431.
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Ayed Al-Khaza’le, Bilal. "Exploring Language Learning Strategies of Saudi EFL learners at Shaqra University, Saudi Arabia." Advances in Language and Literary Studies 10, no. 4 (August 31, 2019): 63. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.63.
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Among the effective learning tools that enhance the L2 learning process, learning strategies are considered the most vital and essential techniques could be used by the learners for improving their L2 achievement. The current study explored the preferred language learning strategies for group of Saudi EFL learners in Shaqra University, Saudi Arabia. The sample of the study included 60 male undergraduate students enrolled in English department in 2019 academic session. The sample responded to the Strategy Inventory for Language Learning (SILL) questionnaire by Oxford. Results were analyzed using SPSS program. Findings showed that the sample used almost all strategies in an average level. The findings showed that social strategy was used most frequently by this group of students followed by metacogntive strategy. Both strategy categories used with high range according to Oxford scale. While the rest of the strategies fell in the average range, compensation, cognitive, affective, except for the memory strategy which was used with low range. Based on the findings of the study, it is implied that training programs are suggested in this case to explain to the students the importance of using all LLSs as much as possible without focusing on one particular strategies and neglecting the others.
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Wu, Chia-Pei, and Huey-Ju Lin. "Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)." English Language Teaching 9, no. 9 (July 24, 2016): 52. http://dx.doi.org/10.5539/elt.v9n9p52.
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<p>This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that ELLs suffered considerably from writing anxiety. Coping strategies of highly anxious ELL of each learning strategy group is also reported. However, further studies of larger populations and comparison of different ethnic groups as well as quantitative statistics analyses are needed.</p>
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Pongsukvajchakul, Patsara. "Language Learning Strategies Used in English Writing by Thai Undergraduate Students." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 54–59. http://dx.doi.org/10.34293/education.v9i2.3626.
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This research investigated language learning strategies used in English writing by 100 Thai undergraduate students. It analyzed differences in the use of language learning strategies in English writing in the second semester of the 2019 academic year at Kasetsart University in Chonburi, Thailand. The research instrument was a 50-item questionnaire adapted from Oxford’s strategy inventory for language learning (SILL). Data on language learning strategies used in English writing were examined using descriptive statistics (mean, frequency, percentage and standard deviation). Differences in the use of language learning strategies in English writing were analyzed by t-test and F-test. The results indicated that primarily, students used social strategies, followed by memory strategies, compensatory strategies, metacognitive strategies, cognitive strategies and affective strategies in English writing, respectively. Significant differences in the use of language learning strategies in English writing were found on students’ field of study, year of study and writing frequency, except gender, age and English point.
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Amerstorfer, Carmen M. "Past its expiry date? The SILL in modern mixed-methods strategy research." Studies in Second Language Learning and Teaching 8, no. 2 (July 24, 2018): 497–523. http://dx.doi.org/10.14746/ssllt.2018.8.2.14.
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Has the Strategy Inventory for Language Learning (SILL) passed its expiry date? The SILL (Oxford, 1990) was designed as a self-evaluation tool to measure the frequency of language learning strategies used by foreign and second language (L2) learners. With simple mathematics, learners can analyze their strategy preferences overall and in six categories (i.e., memory, cognitive, compensation, metacognitive, affective, and social strategies). Diverging from its original purpose, the SILL became the most popular instrument in LLS research, which brought widespread acclaim but also criticism. This article explains what makes the SILL an extraordinary tool for learners, teachers, and researchers and how it can be adapted to suit specific contexts and the demands of a modern world. An example of how the SILL can be integrated into mixed-methods research demonstrates how the instrument can fulfil additional purposes to those originally intended. Despite its naturally quantitative orientation, the SILL contributed to the acquisition of rich qualitative information, which enabled a holistic view of five individual L2 learners. In addition to new insights about strategic L2 learning, the study attests that the SILL has not expired yet, but perhaps needs a modern touch, for instance, in the form of adaptation or combination with other research methods and the inclusion of strategies for learning language with technology.
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Lem, Ngo Cong. "Language learning strategies among Vietnamese EFL High School students." Indonesian JELT: Indonesian Journal of English Language Teaching 14, no. 1 (May 31, 2019): 55–70. http://dx.doi.org/10.25170/ijelt.v14i1.1418.
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Despite productive research on language learning strategies (LLS), LLS is still a multifaceted topic subject to controversy. Thus, previous researchers have encouraged conducting further LLS research in different educational contexts and student population. The current study was conducted to examine the LLS use among high school students, a relatively neglected population in previous LLS studies. Participants in the study were 83 Vietnamese tenth-graders who were administered the Strategy Inventory for Language Learning (SILL) by Oxford (1990), including six subscales: memory-related, cognitive, compensatory, metacognitive, affective and social strategies. The results suggested that high school learners utilized a wide range of language learning strategies at a medium level of frequency, indicating a necessity for more explicit LLS instruction. While metacognitive strategies were reported as the most frequently utilized strategies, affective strategies were the least. Cognitive strategies, which were strongly related to other LLS groups, tended to play the central role in the language learners’ LLS employment. Gender was confirmed to be a significant factor that influenced the students’ LLS usage only in the case of social strategies. Pedagogical implications regarding strategy instruction were discussed.
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Wahdah, Nurul, Moh Ainin, and M. Abdul Hamid. "The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language." Dinamika Ilmu 18, no. 2 (December 30, 2018): 237–58. http://dx.doi.org/10.21093/di.v18i2.987.
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This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia. Eighty one students were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3) Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.
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Chuin, Tan Khye, and Sarjit Kaur. "TYPES OF LANGUAGE LEARNING STRATEGIES USED BY TERTIARY ENGLISH MAJORS." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 1 (September 9, 2015): 17. http://dx.doi.org/10.15639/teflinjournal.v26i1/17-35.
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This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of language learning strategies. The English majors were reported to use metacognitive strategies the most. The least preferred strategies among the English majors were memory strategies. Some of the students’ perceptions were positive as they perceived that language learning strategies developed their language competency and required a conscious and deliberate effort. Conversely, some negative perceptions illustrate that students had low awareness of language learning strategies and they believed that language learning strategies did not develop language competency and the usage did not require conscious effort. Research in this field should not cease from exploration in order to contribute towards the development of self-regulated language learners who have problem solving skills and are able to take control of their learning process.
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Robson, Gordon, and Hideko Midorikawa. "How Reliable and Valid is the Japanese Version of the Strategy Inventory for Language Learning (SILL)?" JALT Journal 23, no. 2 (November 1, 2001): 202. http://dx.doi.org/10.37546/jaltjj23.2-2.
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This study looks at the internal reliability of the Strategy Inventory for Language Learning (Oxford, 1 990), using the ESL/EFL version in Japanese translation. The results of the Cronbach’s alpha analysis indicate a high degree of reliability for the overall questionnaire, but less so for the six subsections. Moreover, the test-retest correlations for the two administrations are extremely low with an average shared variance of 1 9.5 percent at the item level and 25.5 percent at the subsection level. In addition, the construct validity of the SILL was examined using exploratory factor analysis. While the SILL claims to be measuring six types of strategies, the two factor analyses include as many as 1 5 factors. Moreover, an attempt to fit the two administrations into a six-factor solution results in a disorganized scattering of the questionnaire items. Finally, interviews with participating students raised questions about the ability of participants to understand the metalanguage used in the questionnaire as well as the appropriateness of some items for a Japanese and EFL setting. The authors conclude that despite the popularity of the SILL, use and interpretation of its results are problematic. 本研究は、Oxford(1990)の外国語学習ストラテジー・インベントリー (SILL)のEFL/ESL用日本語版の内部信頼性及び構成概念妥当性を実験と統計に よって検証したものである。クロンバック・アルファ検定による内部信頼性 については、インベントリーの全項目は全体としては信頼性が高かったが、 6タイプのサブカテゴリーに分類されたストラテジーについては信頼性が低か った。また、インベントリーを用いたテスト・再テストの相関は低く、全項 目では平均寄与率19.5パーセント、サブカテゴリーでは25.5パーセントであっ た。構成概念妥当性検定のための説明的因子分析の結果は、6タイプのストラ テジーが15因子に細分化されたこと、さらに、全項目を6因子に分けた結果、 それぞれの因子が無秩序に分類される結果となった。最後に、インタビュー によって、この実験に参加した被験者学生にインベントリーの各項目の内容 理解について確認した結果、日本語がわかりにくく判断しいくい記述、日本 のEFLの状況では理解しにくい記述があることが明らかになった。以上のす べてから、SILLの実用的評価にもかかわらず、それを用いること、また、そ こから得た結果の解釈には問題が含まれているというのが、本研究の研究者 が得た結論である。
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García Herrero, Mª de las Mercedes, and Amparo Jímenez Vivas. "Estrategias en el aprendizaje de la lengua extranjera y niveles de competencia en estudiantes universitarios de magisterio." Revista de Investigación Educativa 32, no. 2 (June 12, 2014): 363–78. http://dx.doi.org/10.6018/rie.32.2.167421.
Full textAbstract:
El propósito del estudio es identificar la utilización de estrategias en el aprendizaje de la lengua extranjera, por estudiantes universitarios, con diferentes niveles de competencia. Los objetivos son: 1) Conocer el uso de las categorías de estrategias en los diferentes niveles, 2) Comparar la utilización de las categorías, 3) Analizar la selección de categorías y 4) Averiguar el uso de las estrategias individuales más y menos frecuentemente utilizadas. Los participantes del estudio fueron 135 estudiantes de Magisterio del Grado de Primaria. El instrumento utilizado para evaluar estrategias ha sido una adaptación del SILL-Strategy nventory for Language Learning (Oxford, 1990) y para medir la competencia se emplearon las calificaciones finales de la asignatura de inglés.Los resultados de la investigación indican que la categoría más frecuentemente utilizada ha sido la Metacognitiva y la menos empleada la de Memorización. Los estudiantes más competentes emplean globalmente más estrategias. Además, se hallaron diferencias estadísticamente significativas en la utilización de la categoría cognitiva entre los grupos. The purpose of this study is to analyze the language learning strategy use in foreign language learning by university students at different proficiency levels. The objectives of the study are: 1) to learn about the language learning strategy use in language learning proficiency, 2) to compare language learning strategies employed, 3) to analyze the language learning strategies typically employed by a particular group of students, and 4) to find out about specific language learning strategies most frequently used. The participants were 135 teacher training university students. Data collection method used was a questionnaire based on SILL-Strategy Inventory for Language Learning (Oxford, 1990). The scores on English test were used to measure language learning proficiency. The results of this study reveal that learners use Metacognitive strategies more often than other strategies. In contrast, Memory strategies are the least frequently used. The frequent use of a large number of language learning strategies is reported by the most proficient learners. The differences in proficiency and in cognitive strategy use were found to be statistically significant.