Validation and Investigation of Sentence Parsing Strategies: a Study of EFL Learner’s Psych and Language Processing (original) (raw)
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International Journal of Research Studies in Language Learning, 2014
As part of a larger study, with this regard, this study using a strategy inventory reports Iranian mail college level EFL learners' pattern of strategy use and compares it with other Asian EFL learners' strategy use pattern as the authors in this study felt a thorough comparison between Iranian learners and other Asian background students on their strategy use pattern might enhance scholars' understanding about the role of nationality/ethnicity in learners' choice and use of strategies and would also add to the literature in the field. The results of the study revealed that the participants perceived themselves as medium strategy users (M = 3.31) and resembled many other Asian background EFL learners. The results of descriptive statistics, and multivariate analysis of the variances (MANOVA) along with follow-up post-hoc comparison tests indicate that the participants reportedly use metacognitive (M = 3.79) and social (M = 3.82) categories of strategies at a high level and significantly (p < .05) higher than other categories of the SILL. Memory (M = 2.89) and affective (M = 2.75) categories of strategies turned out to be least favored by them and were applied significantly (p < .05) less than other categories listed in SILL. The above results are also in conformity with the results gained by individual strategy item analysis. The results of this study, on the whole, show striking similarities with the results gained in many similar studies with English learners of Asian background, though some noticeable differences could be observed specially regarding the use of social category of strategies.
LANGUAGE LEARNING STRATEGY USE ACROSS PROFICIENCY LEVELS
Iranian adult female EFL learners were selected and divided into three different proficiency level groups. To collect data, Strategy Inventory for Language Learning (SILL) was used. One-way ANOVA procedures were used to analyze the obtained data. The results showed significant differences between the elementary level and the advanced level participants in their use of cognitive strategies, but the differences between the intermediate level group and the other two groups (elementary and advanced) were not significant. The same results were found in the participants' overall use of LLSs. However, in the use of the other five categories of LLSs across proficiency levels, no significant differences were found. The findings also showed that among the six learning strategies of SILL, cognitive strategies were the most frequently used strategy type followed by metacognitive strategies, and affective strategies were found to be the least frequently used type of LLSs.
Theory and Practice in Language Studies, 2016
In this study, attempts were made to investigate the use of language learning strategies in four areas of communicative competence among Iranian intermediate learners and also the extent of their pragmatic and grammatical awareness. The relationship between the participants' frequency of grammatical strategies use and their pragmatic and grammatical awareness was also explored. In so doing, after conducting the Oxford placement test on a group of students in Islamic Azad University, Najafabad Branch, 63 homogeneous intermediate students were selected. The required data were collected through administrating Language Learning Strategies for Communicative Competence questionnaire to determine the use of language learning strategies by the participants and Pragmatic and Grammaticality Judgment Task questionnaire to determine their pragmatic and grammatical awareness. The findings revealed that the participants used grammatical strategies more frequently and sociolinguistic strategie...
As part of a larger study, with this regard, this study using a strategy inventory reports Iranian mail college level EFL learners' pattern of strategy use and compares it with other Asian EFL learners' strategy use pattern as the authors in this study felt a thorough comparison between Iranian learners and other Asian background students on their strategy use pattern might enhance scholars' understanding about the role of nationality/ethnicity in learners' choice and use of strategies and would also add to the literature in the field. The results of the study revealed that the participants perceived themselves as medium strategy users (M = 3.31) and resembled many other Asian background EFL learners. The results of descriptive statistics, and multivariate analysis of the variances (MANOVA) along with follow-up post-hoc comparison tests indicate that the participants reportedly use metacognitive (M = 3.79) and social (M = 3.82) categories of strategies at a high level and significantly (p < .05) higher than other categories of the SILL. Memory (M = 2.89) and affective (M = 2.75) categories of strategies turned out to be least favored by them and were applied significantly (p < .05) less than other categories listed in SILL. The above results are also in conformity with the results gained by individual strategy item analysis. The results of this study, on the whole, show striking similarities with the results gained in many similar studies with English learners of Asian background, though some noticeable differences could be observed specially regarding the use of social category of strategies.
How do English language learners apply language learning strategies in different proficiency levels?
This research study investigates the learning strategy use by adopting survey method. One hundred and ten male (72.7%) and female (27.3%) EFL Turkish students participated in this study. They were selected randomly from five levels of proficiency, namely, beginner, , pre-intermediate, intermediate and upper-intermediate. The number of participants from each level was 22 students. A self-reported inventory, Strategy Inventory for Language Learning (SILL) (ESL/EFL Version) developed by , was used to determine the participants' perceived strategy use.
This research study investigates the learning strategy use by adopting survey method. One hundred and ten male (72.7%) and female (27.3%) EFL Turkish students participated in this study. They were selected randomly from five levels of proficiency, namely, beginner, , pre-intermediate, intermediate and upper-intermediate. The number of participants from each level was 22 students. A self-reported inventory, Strategy Inventory for Language Learning (SILL) (ESL/EFL Version) developed by , was used to determine the participants' perceived strategy use.
Language learning strategies are a key factor in language learning; thus, significant efforts have been made to The aim of this study was to explore the relationship between choice of learning strategies and frequency of their use and level of proficiency in English. The results revealed that Iranian high school learners employed learning strategies with medium frequency; meta-cognitive strategies were the most frequent, while cognitive strategies were the least frequent. The use of le examined using a T-test. Proficient learners showed significantly more strategy use, as well as more use of meta-cognitive and social strategies. According to the results, females used learning strategies more frequently than males.
Can Learning Strategies Predict Language Proficiency? A Case in Iranian EFL Context
International Journal of Linguistics, 2012
The interactions between individuals and their cognitive traits results in language learning. The aim of this article is to investigate the relationship between Iranian EFL learners' language learning strategies and their language proficiency. Therefore, the Strategy Inventory for Language Learning (ILLS) and Michigan English Language Proficiency Test (MELPT) were administered to a group of 63 students studying English language to determine the best predictors of language proficiency regarding the five subscales of the ILLS. Analysis by Pearson product-moment correlation showed significant correlations between cognitive strategies and Iranian EFL learners' language proficiency. Moreover, regression analysis discovered that cognitive strategies could predict language proficiency by explaining 0.59% of the changes in Iranian learners' language proficiency. The educational and scientific consequences and implications of the study are discussed.
Language Learning Strategy Use and English Language Proficiency
Global Social Sciences Review, 2018
The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels (low, medium and high proficiency). The data analysis revealed that there is a strong relationship between English language proficiency and the use of language learning strategies.