Language Learning Strategy Instruction: Current Issues and Research

Abstract

This chapter begins with definitions and an overview of methods used to identify learners' strategies, then summarizes what we have learned from the large number of descriptive studies of strategies reported by language learners. Research on language learning strategies has a history of only about thirty years, and much of this history has been sporadic. The 1980s and early 1990s were a period of substantial research on language learning strategies, much of it descriptive. This period was followed by an apparent loss of interest in language learning strategies, judging by limited reported research and few related conference presentations. Recently, however, a number of new investigations have reinvigorated the field. The focus of the chapter is on the evolution of research on language learning strategy intervention studies, the issues that have emerged from this research, and metacognitive models that can be useful in the language classroom. The discussion concludes by setting out directions for future research.

The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran

“…Magogwe & Oliver, 2007;Oxford, 1990;Sheorey, 1999). One possible explanation for the different findings found in the studies mentioned above and many others might be related to the context of learning situation, which could have a strong influence on learners" choice of language learning strategies (Chamot, 2005;Cohen, 1998;Zhang, 2008). Some studies argue that the strategies frequently used by proficient language learners in an Asian FL (foreign language) context differ drastically from those in the North American SL (second language) context (Gu, 1996;LoCastro, 1994;Takeuchi et al, 1999;Takeuchi & Wakamoto, 2001).…”

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

“…The second strand of research in Figure 1 corresponds to research on writing strategy instruction, an area of research conspicuously almost absent from Chamot's (2005) review of language learning strategy instruction. What is more, in his meta-analysis of strategy instruction research, Plonsky (2011) noted an imbalance in the attention paid to the four language skills in strategy instruction research and concluded that "further research [is] needed on the effects of SI on writing" (Plonsky, 2011(Plonsky, , p. 1017.…”

Comparing the benefits of a metacognitive reading strategy instruction programme between CLIL and EFL primary school students

“…However, the field of strategies has also faced criticism and debate (Rees-Miller, 1993;Dörnyei & Skehan, 2003;Dörnyei, 2005;Macaro, 2006Macaro, , 2007Macaro, , 2010Manchón, 2008) concerning issues such as lack of agreement in definition and categorization of strategies, lack of a theoretical framework, the teachability of strategies or different approaches to research methodology and data analysis (Dmitrenko, 2017). All in all, despite the criticism, the field of strategy research is very much alive as the publications of current status of research (Chamot 2005(Chamot , 2011Griffiths, 2013;Hu, 2016) and the 2014 publication of a special issue in the international journal of Applied Linguistics, 'System', demonstrate.…”