Identity, investment and language learning strategies of two Syrian students in Syria and Britain

Hajar, Anas

doi:10.1080/07908318.2017.1317266

Cited by 26 publications

(14 citation statements)

References 27 publications

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“…Another critical social agent relates to peers who were found to exert a mediating effect on the use of meta-cognitive and social strategies among the CSL learners. This result is assonated with previous studies (e.g., Hajar, 2017). The interviewees' frequent use of mate-cognitive and social strategies illustrates their awareness of using indirect strategy for learning Chinese.…”

Section: Discussionsupporting

confidence: 89%

Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective

et al. 2021

Front. Psychol.

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This paper reports a mixed-methods study that explored the strategy use of a cohort of Chinese as second language learners in mainland China from the perspective of mediation theory. Data sources include a questionnaire survey (N = 189) and a semi-structured interview (N = 12). The findings revealed that the participants orchestrated a repertoire of language learning strategies and frequently used social and meta-cognitive strategies. Analysis of the qualitative data suggested that the participants' strategy use was shaped by the learners' self agentic power (their beliefs and Ideal L2 self), and the socio-cultural environment. Specifically, their strategy use was mediated by a host of socio-cultural factors, including learner beliefs, social agents, cultural artifacts, and learning environment. Considered together, the findings illuminate the socially situated nature of the use of language learning strategy. That is, strategy use of the participants stems from the interplay of learner agency and socio-cultural factors. The findings also imply the necessity of strategy-based instruction and highlight the importance of a Chinese-speaking environment for Chinese learning.

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Section: Discussionsupporting

confidence: 89%

Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective

et al. 2021

Front. Psychol.

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“…In addition, the participant was excluded from Tagalog-speaking Filipino American classmates due to his lack of fluency in language while being accepted in a Japanese-speaking community at his school for his struggle to fit in through learning the language. Hajar (2017) reported the effects of teachers, family members, and peers as mediating social agents for two Syrian learners who studied in the UK in reconstructing their learner identities. He further indicated change in learning motivations and beliefs after going through different teacher practices with different parental support for each participant.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Regarding the instability and uniqueness of individual identity construction process that quantitative research cannot accommodate, Hajar (2017) urged the need for more qualitative research on identity. Thus, the present study examined how an English language learner (ELL) reconstructed her identity as she went through various learning experiences since childhood to university level.…”

Section: Introductionmentioning

confidence: 99%

The Role of Family and School in English Language Learner Identity Construction: An Indonesian Case

Mubarokah

Prasetya

2020

pijss

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In the process of learning English, a learner constantly reshapes his/her identity as he/she goes through different learning experiences. A particular experience may be added as a new part to a learner's perceived identity or replace another part of it. The present study examined how an Indonesian reconstructed her identity as an English language learner (ELL) as she went through various learning experiences since childhood to university level in two different countries. In-depth interview was conducted to collect the participant's account on her experiences, followed by several online correspondences within two months after the interview was conducted. The results of this study indicated that parental support and school policy and environment played an important role in reshaping the participant's identity. Her identity construction was then explained using Gee's (2000) four perspectives of identity. This study extends the research on learner identity particularly in Indonesian context or any other contexts with nearly similar characteristics.

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“…Coyle, 2007;Donato & McCormick, 1994), the examination of GLL social practices in both natural and formal settings (Hajar, 2018;Norton & Toohey, 2001) and the dynamics of learners' strategy use in response to shifting learning contexts over time (e.g. Gao, 2010;Hajar, 2017aHajar, , 2019.…”

Section: Language Learning Strategies: Criticism and Insightsmentioning

confidence: 99%

A Critical Review of Research on Language Learning Strategies used by Arab Learners of English

Hajar

2019

SISAL

Self Cite

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More than four decades have passed since the language learning strategy (LLS) concept was first brought to wide attention by Joan Rubin (1975). Although LLS research is prolific, it has faced challenges regarding its conceptual and methodological nature. These apparent weaknesses have encouraged some proponents of LLS research (e.g. Oxford, 2011; Rose et al, 2018) to conduct a systematic review of previous LLS research, with the aim of identifying the nature of the vigorous attempts to abandon the construct of LLS in research studies. Surprisingly, perhaps, these reviews did not include any LLS research studies concerning Arab learners. Therefore, this paper examines previous research into the LLSs used by Arab learners of English taken from different databases. The analysis has indicated that the majority (22 out of 27) of studies discovered were exclusively quantitative, using Oxford’s (1990) Strategy Inventory for Language Learning (SILL). These quantitative studies correlated the Arab participants’ LLS use with other individual learner variables, especially those related to gender and language proficiency. The other five were qualitative studies, and no study had adopted a mixed-method approach. This paper concludes by suggesting some areas that deserve further investigation in future research.

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Identity, investment and language learning strategies of two Syrian students in Syria and Britain

Cited by 26 publications

References 27 publications

Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective

Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective

The Role of Family and School in English Language Learner Identity Construction: An Indonesian Case

A Critical Review of Research on Language Learning Strategies used by Arab Learners of English

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