Investigating language learning strategies: Prospects, pitfalls and challenges

Abstract

Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford, 2014; Oxford, 2017; Oxford & Amerstorfer, 2018; Pawlak, 2011; Pawlak & Oxford, 2018). While acute problems related to the definition of LLS, their characteristics, their separation from regular learning activities or their actual utility have surely not disappeared, some promising solutions have been proposed (Griffiths, 2018; Oxford, 2017) and calls to abandon the concept have been countered (Dörnyei, 2005). This said, a question arises as to what can be done to move the field forward. Following a brief overview of existing research, the article tackles this issue with respect to the following areas: (1) foci of future research, (2) methodological choices, and (3) consideration of how research findings can inform pedagogy.

Grammar learning strategies as a key to mastering second language grammar: A research agenda

“…The findings of these studies (e.g. Sarıçoban, 2005; Pawlak, 2008, 2009, 2012b, 2018a) are far from conclusive but they suggest reliance on a limited number of rather traditional GLS as well as evident impact of predominant instructional and assessment techniques. Still, the empirical evidence is very tenuous; we have just begun to uncover the pieces of the puzzle concerning what learners do to facilitate the process of learning and using grammar structures.…”

“…In light of how robust LLS research continues to be, it was a major surprise to discover how little research existed on strategies that learners apply to learn grammar, or GLS, when I was planning my first study in this area (Pawlak, 2008). My interest in GLS, understood as ‘deliberate thoughts and actions that students consciously employed for learning and getting better control over the use of grammar structures’ (Cohen & Pinilla-Herrera, 2010, p. 64), came from my involvement in empirical investigations of form-focused instruction (FFI), including corrective feedback (CF) (Pawlak, 2006, 2014), individual differences (ID) (Pawlak, 2011a, 2012a), and studies that sought to illuminate the mediating effects of the latter on the former.…”

Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles

“…In light of the previous discussion, the present study aimed to explore the relationship between self-regulatory strategies and self-efficacy within the context of L2 reading among beginner learners of French, taking into account L2 proficiency (LK, L2 reading comprehension) and L1 GAP. Furthermore, we wished to respond to the call to consider language learner strategy instruction in relation to a range of learner differences (Pawlak, 2019;Plonsky, 2019), by examining the impact of a reading strategy-based intervention on selfefficacy for learners of different profiles, compared with other types of reading instruction. As such, the study addressed the following research questions: This article is based on data from a larger study (Woore et al, 2018), a randomized control trial (RCT) assessing the impact of three different types of reading instruction, and more specifically, a cluster RCT, in which whole classes of students participated (each class with a different teacher, in different schools).…”

The English-Learning Strategies of an Indigenous English Learner in the Northeast of Thailand

“…In order to give explanations of individual learning differences, experts introduced the notion of learning strategies (Seel, 2012). Oxford (1990) as cited in Pawlak (2019), stated that strategies are specific actions taken by learners to make learning easier, faster, more enjoyable, more self-directed and more transferable to novel situations. Hence, each individual who has developed learning strategies can enhance their autonomy in mastering the target language.…”

“…Hence, each individual who has developed learning strategies can enhance their autonomy in mastering the target language. Meanwhile, recently Griffiths (2018) as cited in Pawlak (2019) defined language learning strategies as actions chosen by learners for the purpose of language learning.…”