Language Learning Strategy Use by Colombian Adult English Language Learners: A Phenomenological Study

Paredes, Elsie E.

doi:10.25148/etd.fi10080401

Cited by 8 publications

(12 citation statements)

References 118 publications

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“…This shift in focus from teachers to learners can be seen in the development of a learner-centered, self-directed, communicative approach, and second language research efforts have increasingly been directed to learning strategies used by L2 learners. See Wenden and Rubin (1987), , O'Malley and Chamot (1990), Oxford (1990), Green (1995), McDonough (1995), Dreyer and Oxford (1996), Oxford (2004), Al-Otaibi (2004), Hong-Namand and Leavell (2006), Griffiths (2007), Lee (2010), Paredes (2010), Leung (2011), andAl-Natour (2011). The reason for this shift of research focus is, as claimed by Schmitt (1997: 199-200), that "there was awareness that aptitude was not the governing factor in language learning success implying that language achievement depends quite heavily on the individual learner's endeavours.…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context

Alhaisoni¹

2012

ASS

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This study investigates the type and frequency of language learning strategies used by Saudi EFL students. The subjects were 701 male and female Saudi EFL students enrolled in an intensive English language program at the University of Ha'il. The Oxford Strategies Inventory of Language Learning (SILL) was used with some modifications. The study seeks to extend our knowledge by examining the relationship between the use of language learning strategies (LLS) and gender and proficiency level. The results revealed that the students used language learning strategies with low to medium frequency. They preferred to use cognitive and metacognitive strategies the most, whereas they showed the least use of affective strategies and memory strategies. The findings of the study showed that there was no significant gender difference in the use of language learning strategies except for social strategies, as where females reported using them significantly more than males. Female students also tend to use overall language learning strategies more often than males. Moreover, the results revealed that highly proficient students used all six categories more than low-proficiency students. The paper concludes by recommending that more training should be given in using all strategies by embedding them in regular classroom activities. Suggestions are offered for future research.Keywords: language learning strategies, English as a foreign language, intensive English learning, strategy inventory for language learning (SILL), cognitive strategies, metacognitive strategies

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Section: Introductionmentioning

confidence: 99%

Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context

Alhaisoni¹

2012

ASS

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“…Learners seek out or create opportunities to practice the new language in naturalistic situations (e.g. joining a conversation club) (Paredes, 2010). Despite disagreements about the classification of LLS, these strategies help language learners take control of their learning, become more competent and, most importantly, become autonomous (O'Malley & Chamot, 1990;Vandergrift, 2002;Paredes, 2010)).…”

Section: F Indirect Strategiesmentioning

confidence: 99%

“…Indirect strategies manage and support language learning, often without involving the target language directly. Social strategies provide increased interaction and more empathetic understanding, since they occur among and between people (Canale, 1983) cited in (Paredes, 2010). An example of a social strategy is asking the speaker to repeat, paraphrase, and slow down, and so forth to aid comprehension.…”

Section: F Indirect Strategiesmentioning

confidence: 99%

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Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

Alhaysony¹

2017

TPLS

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Abstract-This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford's (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context. Index Terms-cognitive strategies, metacognitive strategies, English as a foreign language, intensive English learning, learning strategies, strategy inventory for language learning (SILL)

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“…(Alnujaidi, 2017, Meyer, 2015Mahnani et al, 2014;Rahi, 2013;Ismail & Alkhatib 2013;Tashakori, 2013;Alhaisoni, 2012;Ozmen, 2012;Ungureanu & Georgescu, 2012;Judge, 2010;Paredes, 2010;Khalil, 2005;Park, 2005;Stenberg, 2005;Darst, 2003;Chamot, 2004;Oxford, 2003;Chou, 2002;Djigunovic, 1999;Saleh, 1999;Oxford, 1990;O'Malley & Chamot, 1990). The proper use of these strategies can make language learning "easier, faster, more enjoyable, more self-directed, more effective and more transferable to new situations" (Oxford, 1990).…”

Section: Language Learning Strategiesmentioning

confidence: 99%

Language Learning Strategies Use and Challenges Faced by Adult Arab Learners of Finnish as a Second Language in Finland

Naif¹,

Saad²

2017

ELT

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Adult Arab learners of Finnish as second language (FSL) often encounter communication difficulty when dealing with official documents. They also cannot help their children in their school homework. FSL proficiency is an essential requirement to get an employment and to obtain the Finnish citizenship. The aim of this paper is to explore the use of the language learning strategies by a number of adult Arabs learning FSL in Finland. In addition to issues and difficulties related to the learning process encountered by this category of learners. Oxford's Strategy Inventory for language learning was used for the purpose of data collection and SPSS programme was employed to analyse data collected from the questionnaire, however, interview data were analysed manually. 30 (20 male and 10 female) adult Arab FSL learners taking beginning level course in Finnish at Helsinki School for Adult Learners participated in the current study. The results showed that adult Arab learners of Finnish used the language learning strategies at medium level with the average of (m=3.25). The results also showed a number of challenges that impede their second language learning process like the low literacy level of the learners, lack of communication with the Finnish society, and difficulties in reading and writing in Finnish.

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Language Learning Strategy Use by Colombian Adult English Language Learners: A Phenomenological Study

Cited by 8 publications

References 118 publications

Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context

Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

Language Learning Strategies Use and Challenges Faced by Adult Arab Learners of Finnish as a Second Language in Finland

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