Learning strategies in grammar class by EFL successful students at a pesantren-based university (original) (raw)
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The Strategies Used By English Language Learners To Learn Grammar
La Ogi : English Language Journal
This study sought to identify the various types of learning techniques used by Muhammadiyah Sidenreng Rappang University students enrolled in the English education study program. Seventy-five first-semester students who were enrolled in a basic English grammar course served as the study's subjects. Data collection and analysis were conducted using descriptive quantitative. The study's findings indicated that metacognition (20, 93%), cognitive (18, 49%), social (17, 83%), affective (16, 48%), memory (15, 97%), and compensatory (10, 25%) were the learning strategies that students used the least when studying grammar. Additionally, the ability to focus on a specific grammar pattern, attempt to grasp it, and make connections to previously learned material is another reason why students frequently employ metacognitive strategies when studying grammar. As a result, it is recommended that teachers should be aware of the various learning strategies and then assist the students as th...
The 33rd Thailand TESOL International Conference Proceedings 2013, 2013
The three purposes of this paper are: (1) to explore the English Grammar Learning Strategies (EGLS) employed by Cambodian EFL students, (2) to find out the differences of EGLS use between low proficiency and high-proficiency students, and (3) to examine the possible relationship between EGLS use and English grammar proficiency. The quantitative data were collected from English major students (n=242) using an English grammar test and a five-point Likert scale questionnaire. In addition to descriptive statistical analysis, independent sample t-tests and Pearson correlation coefficients were performed at the .05 level of significance to answer the research questions. The qualitative data were collected from six low-proficiency and six high-proficiency students through semi-structured interviews and were analyzed by qualitative coding procedures. The findings demonstrated that Cambodian EFL students used overall EGLS at a high level. Affective strategies were used most frequently, while cognitive strategies were used least frequently. English grammar proficiency did not have a significant effect on the overall use of EGLS. Also, this study showed that overall EGLS usage between low-proficiency and high-proficiency students did not correlate with each other. Likewise, the qualitative results revealed that there were similarities between the former and the latter group in their use of EGLS.
EFL Student Teachers' Knowledge and Perceived Strategy Use in Teaching Grammar
This study aimed to investigate pre-service teachers' perceptions and knowledge of teaching grammar to EFL language learners. The participants were 44 MA students of TEFL at Iran University of Science and Technology. Four open-ended questions on strategy use and methods of teaching grammar to EFL language learners were the instruments of this study. The results of theme-based analysis revealed that inductive approach, integrative approach, contextualization, telling story, and tasked-based approach were the methods suggested for teaching grammar. The results also showed that pre-service teachers preferred to use authentic texts, story, song, and technological tools for teaching grammar. The findings also indicated that the participants held the view that the best methods for teaching grammar included inductive approach, meaning-focused instruction, and using reading or writing tasks. This study recommends EFL teacher educators to offer some training sessions to student teachers on the methods and techniques of effective teaching of grammar.
Journal of Language and Linguistic …, 2005
This study attempts to investigate the ways in which some language learners make conscious efforts to learn English grammar more efficiently, which strategies they use in language learning, whether a particular learning strategies favors certain strategies or not, if it does, what those strategies are and relationships between strategy use and learner achievement in grammar learning. The use of grammar learning strategies of the students in prep school at the University of Gaziantep was investigated in this study. The relationship between students' choice of learning strategies in grammar and foreign language achievement was investigated. To sum up, do the use of grammar learning strategies have a positive effect on the student achievement? By knowing this, we can help the students and improve their learning habits.
This paper aims at identifying the strategies employed by Foreign Language learners in Turkey in learning English grammar. To do this a Grammar Learning Strategy Questionnaire was administered to subjects at a preparatory school at the university level. It can be stated that this study has proven very successful in the identification of many students' beliefs about grammar learning in a foreign language (FL) class. Some of the results reported here may surprise FL teachers, but it is clear that most of them will confirm their experiences and ideas in teaching grammar. Students expressed that they subconsciously used the cognitive strategies. However, it is clear that they also need to use the socio-affective strategies to learn grammar efficiently. That is why, teachers need to build some strategic techniques so that the students can have a better learning environment. This study will contribute to FL teachers by bringing some insights about learner strategies in Grammar and it is believed that under the light of the findings FL teachers will improve and adopt new tactics for the teaching of grammar.
Grammar Learning Strategies Applied at the Chinese Department of Bina Nusantara University
Humaniora, 2019
The aims of this research were to investigate the Chinese language learning strategy used among students of Chinese Department class of 2021 Binus University, the relationship between gender and language learning strategy use, the relationship between language learning strategy and learning achievement, and also the language learning strategy used by students with high learning achievement in the subject of Grammar. This research used Oxford’s language learning strategy questionnaire that was “Strategy for Language Learning (SILL)” to investigate the students’ language learning strategy. This research finds out that the language learning strategy employed by the most students are metacognitive strategy and strategy to be used by high learning achievement students in grammar subject are also metacognitive strategy. It also finds out that female students use more language learning strategies compared to male students, although the difference is not too significant. Results of Pearson ...
Year 6 Pupils' Language Learning Strategies in Learning English Grammar
International Journal of Academic Research in Business and Social Sciences, 2021
Language rules, otherwise known as grammar, play an important role in determining the accuracy of a message delivered verbally and non-verbally. Some learners gain new language easily while others may face difficulties. The different pace in their language acquisition may be attributed to the different learning strategies that they adopted. Past research has revealed how learners acquired their grammar knowledge, but little has been related to specific Language Learning Strategies (LLS). Thus, in this study, the Strategy Inventory for Language Learning (SILL) Version 7.0 by Oxford (1990) was utilized to identify, analyze, and explore the LLS commonly used by the learners in the Year 6 class of a primary school in Sarawak in learning English grammar. A survey consisting of 30 questions with a Likert scale of 1 to 5 was administered to 30 pupils who were selected through purposive sampling. The pupils were all living in suburban areas and that put them in a homogenous group. The data was obtained through in-class questionnaires and SPSS Version 25 was used to analyze the mean of each strategy. The results of the study uncovered that cognitive strategy is the most used LLS while memory strategy is the least used LLS by the Year 6 pupils of a primary school in Sarawak in learning English grammar.
The Study of Learning Strategies Used by Indonesian Efl Learners in Learning English Grammar
2020
Abstract: The study aimed to investigate the grammar learning strategies frequently used by Indonesian EFL learners in general and grammar learning strategies frequently used by successful and less successful students in learning grammar. The research design of this study is a quantitative study in the form of comparative design. There were 70 students of the second years of English education department participate in this study, and they divided into successful and less successful categories by using the TOEFL structure test consisting of 15 multiple choices and 25 error analysis. Besides, 70 items of the GLSI questionnaire used to know the grammar learning strategies used by the students. The result of the study showed that EFL students used social strategies more frequently than the other strategies. Moreover, both successful and less successful students used the same grammar learning strategies while they were different in frequency use levels. It was also proved that there is n...
Nail, 2024
English plays a significant role in developing educational systems worldwide. Grammar is an important aspect of learning English language. Without learning the grammar; the language cannot be practiced properly. English writing is considered as a vital part during the academic life of students. Several grammatical errors and difficulties appeared among students when leaning English because of the poor knowledge and experience of students with lexis and grammar in their daily life. This research aims to investigate the difficulties of learning English grammar and suggested methods to address them. A descriptive methodology was utilized in this research through reviewing the previous literature. The research results indicate that students still suffer from difficulties in learning the English language, especially its grammar, and they suffer from weakness in the grammatical, semantic and pragmatic levels that appear in their spoken or written language. The research finds out that students in various stages face many difficulties and problems in learning English grammar, which can be traced back to the old teaching style, inappropriate curriculum, and the nonenthusiastic psychological state of the student mainly.
Grammar is considered critical to the ability to use language. Grammar teaching is an issue that provokes strong feelings and attitudes. Grammar teaching is particularly prominent in English as a foreign language (EFL) settings as it is perceived that without a good grammar knowledge, language development will be seriously inhibited. In the current study, we used three grammar instruction techniques including " the Deductive Technique " , " the Inductive Technique " , and " the Implicit Technique ". 80 college students, studying different fields in Abbar, Zanjan, participated in the study. They were assigned to three experimental groups for each of the three teaching techniques. The Deductive group consisted of 31 law students, both boys and girls, the Inductive group comprised 27 boy and girl accounting students, and there were 28 IT students in the Implicit group. The results of data analysis indicated that these groups performed differentially in certain respect. Meanwhile, the Inductive group exceeded the other groups in their performance.