Discovering Students’ Strategies in Learning English Online

Abstract

Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students’ strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students’ strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online.
 
 Keywords: E-learners, Learning strategies, Online learning, Performance

Understanding students’ strategies underlying knowledge cultivation in oral language teaching

“…63-64) listed metacognitive strategies into academic category of seven submetacognitive strategies in details that learners can be and bring them into the classroom "Learners can be of (1) self-regulation, (2) time management, (3) self-monitoring, (4) goal setting or objecting gaining, (5) concentration, (6) self-awareness, (7) self-evaluation". Halim, Ariffin, and Darus (2021) described that category of seven sub-metacognitive, which can backbone to activate and subordinate student's learning positively. Metacognitive strategies raise student's awareness in managing the overall learning process.…”

Investigating Language Learning Strategies in an Online Learning Environment among Adolescent in an English as Second Language Setting

“…Students can control their own learning outcomes using language learning strategies such as setting their own goal, reflect themselves and review from their friend (Mastan & Maarof, 2014;Nguyen & Gu, 2013). The success of learning tends to be controlled by students who can perform well in English courses (Kamisah et al, 2021). Solak and Cakir (2015) agreed that students can achieve success in learning if they use good and proper strategies during online lessons.…”

Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students

“…To answer the first research question, descriptive statistics was conducted to figure out the means, standard deviation and the frequency of use for the learning strategies employed by the participants. To classify the level of the frequency of use, each response was tabulated under five categories as it was adopted from Ariffin, Halim, & Darus (2021). The details are shown as follows: Meanwhile, to answer the second research question, to explore the students' suggestion toward their online learning activities in relation to their LLSs, a semistructured interview was administered online through a zoom meeting for several participants in accordance with their responses on the questionnaire.…”