Strategies of Learning English as a Foreign Language at Faculty of Technical Sciences (original) (raw)
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Language Learning Strategies: Contrasting English Department and Non-English Department Students
Borneo Educational Journal (Borju), 2022
It is a fact that language learning strategies can help learners to learn a language successfully. English learners who employ certain language learning strategy are believed to be able to master the language better and faster than those who do not employ any strategies or those who are not aware of their learning strategies. While learning strategies may affect the success of a language learner, a learner’s ‘choice’ of certain strategy can be influenced by one’s study background. Some previous studies have verified it by examining language learning strategies used by students of English Department and students of non-English Department using Oxford’s Strategy Inventory for Language Learning (SILL). Thus, with the same instrument, this research aims to prove the presence of the students’ differences in using the strategies. This research is under a survey research design with students’ responses as the main data and questionnaires as the instrument. The finding indicates that Englis...
An Investigation of Undergraduates’ Language Learning Strategies
Procedia - Social and Behavioral Sciences, 2015
Learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence (Oxford, 1990). Language learning strategies also enable students to gain a large measure of responsibility for their own progress. This study aims to determine undergraduates' language learning strategies and relationship with gender. The participants of the study were composed of 120 undergraduates from different departments and attending in English preparation class. To determine undergraduates' language learning strategies, the data were collected using "Strategy Inventory for Language Learning (SILL)", originally developed by Oxford (1990) and Turkish bilingual equivalence, validity and reliability of which carried out by Cesur and Fer (2007), was used. The analysis of independent samples of t-test was conducted to clarify the language learning strategies of undergraduates in terms of gender. The results reveal that significant differences were found in undergraduates' language learning strategies relating to gender. These findings and implications for educational researchers and the significance of such individual differences in language learning strategies were discussed
The current study tries to explore language learning strategies (LLSs) of Iranian postgraduate learners and the effect of motivation and attitude on their strategy use. Oxford's classification of language learning strategies is the framework of the current study. Her strategy taxonomy includes six categories as memory, cognitive, metacognitive, compensation, social and affective strategies. 156 Iranian post graduate students in Kerman province were selected according to two-step cluster sampling. Then, translated version of Oxford's strategy inventory for language learning (SILL) was administered to the participants to determine their strategy use. Attitude/motivation test battery (AMTB) was also used to identify the participants' type of attitude and motivation. After collecting and analyzing data, the following results were found: a) Unlike the findings of the majorities of the studies done so far on foreign language learners, Iranian post graduate students of art and science were found to be high strategy users; b) The participants reported the use of compensation, social, metacognitive, and affective strategies in a high level while memory and cognitive strategies were reported to be used at a medium level; c) No significant difference was found between overall strategy use of students with positive and negative attitude; d) No significant difference was found between overall strategy use of students with integrative and instrumental motivation; e) No significant difference was found between overall strategy use of students of art and science.
The present research studied the assessment of language learning strategies as a second language. It is also investigated the male and female university students' awareness of the importance of the use of language strategies in learning second language. For this purpose, 50 male and female learners of Cihan University were selected as the subject of this study. In this paper, Griffiths' (2007) English Language Learning Strategy Inventory (ELLSI) was selected as the questionnaire of this study. The importance of (ELLSI) by students was studied in relation to age and years of learning English. The result reveals that there were not significant references in terms of gender between students. Moreover, the findings showed that there were not statically differences between students' of the importance of LLSs and their years of learning English.
This study examined the influence of motivation and gender on the choice of language learning strategies by Iranian post-graduate students. One hundred and fifty six Iranian post-graduate students in Kerman province were selected based on a two-step cluster sampling. A translated version of Oxford's strategy inventory for language learning was administered to the participants to determine their use of strategies. Attitude/motivation test battery was also employed to identify the participants' type of motivation. Data analysis showed the following results: a) the participants reported the use of compensation, social, metacognitive, and affective strategies at a high level, whereas memory and cognitive strategies were reported at a medium level; b) integratively-motivated students showed higher overall strategies mean score than instrumentally-motivated ones but it was not statistically significant. Instrumentally-motivated students employed memory strategy more frequently than integratively-motivated students; c) female students employed strategies more frequently than male students. However, this difference was found to be not statistically significant. The findings also showed that the teachers should encourage the learners to actively employ all the strategies in their learning process. Future research may focus on the sub-categories of the strategies and other factors, such as attitude, age, major, personality types, and testing methods.
The present research studied the assessment of language learning strategies as a second language. It is also investigated the male and female university students’ awareness of the importance of the use of language strategies in learning second language. For this purpose, 50 male and female learners of Cihan University were selected as the subject of this study. In this paper, Griffiths' (2007) English Language Learning Strategy Inventory (ELLSI) was selected as the questionnaire of this study. The importance of (ELLSI) by students was studied in relation to age and years of learning English. The result reveals that there were not significant references in terms of gender between students. Moreover, the findings showed that there were not statically differences between students’ of the importance of LLSs and their years of learning English
JTP - Jurnal Teknologi Pendidikan
This research aims at Investigating the Language Learning Strategy Used by English Department Students at Madako University. The type of this research is qualitative research. The samples were 15 students at B class which were selected purposively. Its data were collected through questionnaire. The result showed that students used all the strategies including memory, cognitive, compensation, metacognitive, affective and social strategy. The most strategy used by the students were metacognitive strategy. And it showed, students used metacognitive strategy (20%), followed by the social strategy (18%), compensation strategy (16%), affective strategy (16%), cognitive strategy (15%), and memory strategy (15%). The result also showed the students were categorized as high language learning strategy users.
Englisia Journal, 2017
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.
Anglisticum Journal, 2015
The present research studied the assessment of language learning strategies as a second language. It is also investigated the male and female university students’ awareness of the importance of the use of language strategies in learning the second language. For this purpose, 50 male and female learners of Cihan University were selected as the subject of this study. In this paper, Griffiths' (2007) English Language Learning Strategy Inventory (ELLSI) was selected as the questionnaire of this study. The importance of (ELLSI) by students was studied in relation to age and years of learning English. The result reveals that there were not significant references in terms of gender between students. Moreover, the findings showed that there were not statically differences between students’ of the importance of LLSs and their years of learning English. Keywords: ELL SI , LLS , Fuzzy Logic Tools
English Language Teaching, 2012
Studies on strategy research have shown the usefulness and importance of language learning strategies (LLS) for ESL and EFL learners. However, research on content-based learners in relation to English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) has yet to be undertaken. This study, therefore, investigated the learning strategies of students at a public English medium university in Malaysia. The study was mainly motivated by concerns about the standards of English of graduates of Malaysian universities. These concerns have also been expressed by the university authorities. The purpose of the research was to investigate the patterns of LLS as reported by the students according to gender, courses, and undergraduate programmes. A total of 312 students from three degree programmes participated in this study. Their learning strategies were investigated based on the Strategy Inventory for Language Learning (SILL) (Oxford, 1990). The findings of the study indicated that the students from the different degree programmes differed in the use of LLS. However, there was no statistically significant relationship between LLS and gender.