Effects of Learners’ Language Proficiency on Their Language Learning Strategies

Ping, Ho Ai; Luan, Ng Lee

doi:10.24200/mjll.vol6iss1pp10-25

Cited by 3 publications

(2 citation statements)

References 30 publications

(50 reference statements)

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“…This was buttressed by prior scholarly research revealing that metacognitive skills and strategies are transferred to many learning scenarios and domains (Stebner, 2022). Further, many researchers (e.g., Ping & Luan, 2017;Ranjan, et al, 2019;Waldvogel, 2013;Wenden, 1998) put forth that language proficiency is a determinant factor for effective learning strategy use. Given this fact, it is deduced that learners can only transfer learning strategies from one language to other languages (i.e., Arabic, English, French, Spanish, German, Russian, Amazigh) if they exhibit competent mastery of the languages concerned or if they receive explicit/ direct learning strategy instruction in those languages to ensure strategy transferability.…”

Section: Language Learning Strategies (Llss): a Brief Overviewmentioning

confidence: 99%

“…In fact, the strategies involved in language learning were foregrounded by many academic researchers (e.g., Oxford, 1990;Rubin, 1981). Further, a myriad of seminal research studies on LSs (e.g., Ping & Luan, 2017;Ranjan, et al, 2019;Simsek & Balaban, 2010;Waldvogel, 2013) have been conducted. Yet, the procedure of drawing a parallel between cognitive learning strategies (CLSs) and metacognitive learning strategies (MLSs) at the level of deployment and application among EFL learners has been an under-researched area, namely in Moroccan tertiary education.…”

Section: Introductionmentioning

confidence: 99%

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Unraveling the Use of Cognitive and Metacognitive Learning Strategies Among Moroccan Efl First-Semester University Learners

Msaddek

2024

EJEL

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This study, drawing on the theory of metacognition as a lively research area in the field of educational psychology, is intended to explore the cognitive and metacognitive learning strategies (CMLSs) tapped by the English department first-semester university students in their learning practices. It is an attempt to evaluate the extent to which EFL learners resort to these ‘high-level’ heuristics for executing a diversity of learning-related tasks. To achieve this stated objective, this exploratory study targeted 63 Moroccan English department students. The data were gathered through the use of a ‘self-report questionnaire’ that addressed the learners’ recourse to (meta) cognitive learning strategies (CMLSs) along the continuum of their academic studies at the first-semester level. The outcomes reached manifestly exhibit that heavy reliance on cognitive strategies (CSs) and reduced dependency on metacognitive strategies (MSs) prototypically characterized the learners’ adopted processing modes in tackling differing learning tasks relatable to studying English as a foreign language (EFL). Hence, some actionable recommendations as well as a few limitations encountered in conducting this study are explicitly put forward. Article visualizations:<img src="/-counters-/lit/0757/a.php" alt="Hit counter" />

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Section: Language Learning Strategies (Llss): a Brief Overviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Unraveling the Use of Cognitive and Metacognitive Learning Strategies Among Moroccan Efl First-Semester University Learners

Msaddek

2024

EJEL

View full text Add to dashboard Cite

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Investigating the relationship between Iranian EFL learners’ use of language learning strategies and foreign language skills achievement

Taheri

Sadighi

Bagheri

et al. 2020

Cogent Arts & Humanities

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Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

Bin-Hady

Al-Kadi

Alzubi

et al. 2020

ICT-Based Assessment, Methods, and Programs in Tertiary Education

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This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

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Effects of Learners’ Language Proficiency on Their Language Learning Strategies

Abstract: Language proficiency is one prominent factor that could affect the use of language learning strategies (LLSs)

Cited by 3 publications

References 30 publications

Unraveling the Use of Cognitive and Metacognitive Learning Strategies Among Moroccan Efl First-Semester University Learners

Unraveling the Use of Cognitive and Metacognitive Learning Strategies Among Moroccan Efl First-Semester University Learners

Investigating the relationship between Iranian EFL learners’ use of language learning strategies and foreign language skills achievement

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

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