Learners’ Starting Age of Learning EFL and Use of Language Learning Strategies

Sadeghi, Karim; Khonbi, Zainab Abolfazli

doi:10.5539/elt.v6n1p28

Cited by 10 publications

(11 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This might be because confidence increases with age, while self-esteem is gained through experience, which is acquired within the learning process (Skehan, 1989). These findings are in line with those of Quarles (1998), Marins (2010), Wu (2011), Sadeghi & Attar (2013), and Sadeghi & Khonbi (2012), whose studies showed that when the participants started learning the target language, they tended to use social strategies frequently, but as they got older their preference for that strategy diminished.…”

Section: Discussionsupporting

confidence: 90%

A case study of learning strategies of older adults attending an English course

Mora¹,

Quito²,

Macías³

et al. 2018

MSKN

View full text Add to dashboard Cite

This study explores the most frequently used learning strategies of a group of older adults in the city of Cuenca, Ecuador, attending an English course. Sixty-six participants (with an average age of 71.05) responded to the 50-item questionnaire on learning strategies of Oxford (1990). Statistical analyses and an analysis of correlation between sociodemographic variables were conducted to determine the prevailing learning styles of the intervention group and its relationship with the sociodemographic characteristics of the participants. The results indicate that older adults use all the strategies categorized by Oxford, predominantly the metacognitive ones, meaning that they mainly reflect, plan, monitor, and evaluate their own learning process. In addition, the results reveal the positive correlation of the variables age, level of English, and level of education and occupation before retirement. The three last-mentioned were found to be determinant in the preferences of the participants.

show abstract

Section: Discussionsupporting

confidence: 90%

A case study of learning strategies of older adults attending an English course

Mora¹,

Quito²,

Macías³

et al. 2018

MSKN

View full text Add to dashboard Cite

show abstract

“…This conclusion is consonant with findings from recent studies on strategy instruction (including Macaro, 2001;Carrier, 2003;Vandergrift, 2003;Wong & Nunan, 2011;Sadeghi & Khonbi, 2013;Schwartz, Mendoza, & Meyer, 2013). By extension, therefore, if learners in primary and junior high schools in Ghana are given training in strategy use, the required outcomes in English would be attained.…”

Section: Conclusion and Recommendationssupporting

confidence: 72%

“…Kellerman, 1991;Rees-Miller, 1993;and Gillette, 1994 have raised questions about various aspects of strategy instruction), findings from recent studies (e.g. Macaro, 2001;Carrier, 2003;Choudhary, Al-thubaiti, & Uthman, 2013;Sadeghi & Khonbi, 2013) support strategy instruction. A popular view currently held is that language-learner strategies are teachable and that learners can benefit enormously from training in learner strategies (Oxford & Nyikos, 1989, p. 291).…”

Section: Literature Reviewmentioning

confidence: 99%

Language-Learner Strategy Instruction and English Achievement: Voices from Ghana

Agor¹

2014

ELT

View full text Add to dashboard Cite

This paper presents the results of a one-year longitudinal study which sought to investigate the effect that strategy instruction may have on English language achievement. Two classes of junior high school students at Madina in Ghana were involved in an experiment. The experimental class was taught various language-learner strategies both implicitly and explicitly as part of their English lessons. The control class was taught the same contents excluding language-learner strategies. Pre-test and post-test proceedings were video-taped and analysed. During post-test activities, the experimental class displayed 17 different language-learner strategies with facility while the control class deployed 7. At the end of the academic year, the English language results of the two groups were compared: 96.5% of the experimental class obtained Grade "One" while 24% of the control group obtained that Grade. The results suggest that one sure way to attain the desired levels of achievement in English at the basic school level in Ghana is to popularise language-learner strategy instruction.

show abstract

“…Por otro lado, incorporar el inglés a temprana edad ha sido en el último tiempo la estrategia para mejorar los niveles de aprendizaje en cursos posteriores, entendiendo que los niños y niñas son más eficientes y efectivos en el aprendizaje de una segunda lengua que los adultos y adolescentes (Sadeghi , 2013 El siguiente recorrido histórico ejemplifica la relevancia del inglés como segunda lengua para nuestro país, y con ello un subsector de aprendizaje, que tras el Sistema de medición de la Calidad de la Educación (SImCE), posiciona con niveles de logro tanto a sus estudiantes como al establecimiento.…”

Section: Apuntes Didácticosunclassified