A Study of the Role of Strategy in Foreign Language Learning

Hou, Yi-an

doi:10.4236/ojml.2018.85016

Cited by 6 publications

(11 citation statements)

References 44 publications

(90 reference statements)

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“…Learning and communication strategies [1,2,3,4,5,6,7,8,9] Difficulty of language learning [10,11,12,13,14,15,16] Foreign language Aptitude [17,18,19,20,21] Motivations and expectations [22,23,24] The nature of language learning [25,26,26,27,28,29,30]…”

Section: Instrument(s) 321 Beliefs About Language Learning Inventory ...mentioning

confidence: 99%

A Study of Chinese learners’ Beliefs, Strategy use and Proficiency in Learning Chinese as a Foreign Language

Umeanowai

2022

ijls

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This research is a mixed-methods study that examined Chinese learners' beliefs and strategies used in language learning in the context of their achieved proficiency. To investigate the relationship existing between these variables, two survey questionnaires, a Chinese proficiency test (Hanyu Shuiping Kaoshi: HSK 4), and an interview item were constructed. In total, one hundred and twenty international students were conveniently sampled for the BALLI and SILL questionnaires, as well as a Proficiency Test, and six out of the one hundred and twenty were selected to respond to the interview. The results revealed that learning beliefs about learning and communication strategies and metacognitive strategies in learning strategies were frequently used among these participants. The study also showed that a strong positive correlation exists between learning beliefs and the strategies used, while a weak positive and statistically significant correlation exists between their Chinese proficiency, learning beliefs about the language, and the strategies used. However, the regression analysis conducted showed that the regression model is statistically significant (F=70.63, p<0.05), indicating that the beliefs and strategies used have the potential to statistically predict their learning proficiency. The study concluded with suggestions on how to address negative learning beliefs and build adequate learning strategies to improve their Chinese proficiency.

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“…For the effective learning of listening, speaking, reading and writing, skills-based teaching is very important and should be present in the English language curriculum. A strategy is a focused effort aimed to attend and develop learning (Hou, 2018). Skills based strategies facilitate the understanding of a task and is specifically essential for language learners (Nguyen & Gu, 2013).…”

Section: Importance Of Skills Based Strategiesmentioning

confidence: 99%

Document Analysis of English Language Course Outlines in Pakistani Universities: Exploring the Needs of Undergraduates in the EFL Context

Dadabhoy¹,

Habib²

2021

RAMSS

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Being proficient in English opens several doors of opportunities all over the globe and this ability is especially important for students who are about to enter their professional lives. The main objective of this qualitative research was to analyze the Basic English course outlines of private Pakistani universities to examine the inclusion of skills-based strategies for the effective teaching and learning of English language skills at the undergraduate level which was conducted through document analysis. Another purpose of this study was to explore the needs of undergraduate English language students regarding their English language course for which a questionnaire was administered. The findings of the document analysis showed that the content of the English language outlines mostly included grammar and focused very little on language skills necessary for the development of proficiency. The responses of the undergraduates in the questionnaire clearly expressed their weaknesses in English skills and the need for developing proficiency. Based on the findings, this study recommends developing an effective skills-based English language course outline for the undergraduate level.

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“…The difficulty is twofold; the student's inability to comprehend the lecturer's accent as well as the second problem of the consequent hindrance to understanding the subject content (Park, Klieve, Tsurutani & Harte, 2017;Sicat, 2011;Campbell & Li, 2008). Multiple studies have investigated the effects of English as a second language on comprehensibility using rating scales and methodologies (Gurel Cennetkusu, Koc, & Teker Kozcaz, 2020;Hou, 2018;Valles, 2015;& Lippi-Green, 2012). However, only a few studies have investigated students understanding in mathematics when English is used as a medium of instruction in the course of verbal exchange through questions, instructions and explanations between students and lecturers.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Accent and Ugandan Students’ Comprehension of Mathematical Concepts and Terms: An Experimental Study

Kemeza

Balimuttajjo

Sarvate

2020

AJOTE

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The embrace of diversity and multiculturalism in education facilitates the broadening of students’ experiences as they engage with teachers and classmates from backgrounds different than their own. However, while the positive effects of diversity on students are apparent, few studies have examined possible negative challenges that diversity might have on students. Where most subject matter is taught via classroom lectures and the lecture material is presented by a speaker with a different accent than the student is used to hearing, does it make the material harder for the student to understand? On the other hand, could it increase the focus and engagement required by the students in the classroom, and in the process increase their understanding? In this vein, our research sought understand whether students’ learning of the subject matter hindered when they are taught material by a teacher with a different accent. To this end, we designed a simple experiment with a small group of undergraduate students in Uganda, to address this question, the result of which we present in this study.

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“…The acquisition of language learning requires strong processes that consist of learning a series of signs, grammatical constructions, and stimulates cognitive processes. Achievement of autonomy in studying a second language cannot be considered as an inherent skill or action pattern (Hou, 2018). Therefore, it is a skill naturally acquired over time, through personal experience, structured, organized, and intentional training.…”

Section: Introductionmentioning

confidence: 99%

“…The impact of this limitation information becomes a serious case that must be considered. In this context, both teachers' and students' understanding of the use of learning strategies must be the same (Hou, 2018). Some researches focused on the Language Learning Strategies (LLS) for example, Tanjung, (2018) in his study concluded that most learners use indirect strategies in English as a foreign language in the higher classroom.…”

Section: Introductionmentioning

confidence: 99%

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

Gumartifa¹,

Agustiani²

2020

VELES

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Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

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A Study of the Role of Strategy in Foreign Language Learning

Cited by 6 publications

References 44 publications

A Study of Chinese learners’ Beliefs, Strategy use and Proficiency in Learning Chinese as a Foreign Language

Document Analysis of English Language Course Outlines in Pakistani Universities: Exploring the Needs of Undergraduates in the EFL Context

Accent and Ugandan Students’ Comprehension of Mathematical Concepts and Terms: An Experimental Study

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

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