New Directions in Language Learning Strategy Research: Engaging with the Complexity of Strategy Use

Griffiths, Carol; İnceçay, Görsev

doi:10.1007/978-3-319-23491-5_3

Cited by 12 publications

(10 citation statements)

References 53 publications

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“…It can be concluded that LLS use has been studied extensively in recent decades. Most research has found that LLS cannot be analysed separately; it must be examined in relation to certain other factors, among which foreign language attitudes and proficiency play a central role ( Griffiths and Incecay, 2016 ). However, most previous studies preferred university students or adults to primary or secondary school-aged students.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement

Habók

Magyar

2018

Front. Psychol.

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This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 (n = 868) in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacognitive strategies in both years. Differences between more and less proficient language learners’ strategy use have also been found. With regard to the effect of LLS on foreign language attitude, the foreign language mark and school achievement, path analysis indicated a good fit in both years. The metacognitive, social and memory strategies primarily influenced foreign language attitudes and marks in Year 5. The metacognitive strategies had a slight impact on school achievement as well as on foreign language marks. We demonstrated the dominant effect of metacognitive strategies and the low effect of memory strategies in Year 8. In addition, metacognitive strategies also influenced foreign language marks. The effect of foreign language marks on school achievement was also remarkable. There was a strong impact on the children’s attitudes through these variables.

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Section: Theoretical Backgroundmentioning

confidence: 99%

The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement

Habók

Magyar

2018

Front. Psychol.

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“…In fact, most of the research pertaining to LLS focuses on good language learners (e.g. Naiman et, al, 1975, Mohamed Amin Embi, 19962000) factors influencing choice of LLS (Oxford & Nyikos,1989;Khamkhien, 2010;Genc and Aydin, 2011;El-Omari, 2016), relationship among LLS (Griffiths & Inceçay;Varasteh, Ghanizadeh & Akbari, 2016) variables of individual differences and learning outcomes (Schmidt, 2012;Riding and Rayner, 2015;Entwistle and Ramsden, 2015). Besides, Bidabadi and Yamat (2011), Razak et.…”

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confidence: 99%

Strategies of Successful English Language Learners among Private School Students

Ang

Embi

Yunus

2017

JPH

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This study is designed to identify the area of language learning strategies that were employed by ten successful English Language Learners of Form Five from a private secondary school in Kuching, Sarawak. The strategies used by these learners help promote and boost the use of strategies among poor language learners. Using a purposive sampling procedure, a group comprising of ten successful language learners of a private school in Kuching, Sarawak participated in the study. The findings indicated that successful language learners are high frequency users of language learning strategies. The findings revealed that metacognitive strategies are among the highest frequently used strategies, followed correspondingly by social, cognitive, compensation, affective and memory strategies found as the least used strategies among successful language learners. Interestingly, the study acknowledged that successful language learners employed more indirect strategies paralleled to direct strategies. The findings have significant implications for research on language learning strategies concerning successful language learners and teacher planning to cater the needs of diverse learners in English Language and improve the field of language teaching. Key Words: language learning strategies, successful language learners, english as a second language Abstrak: Penelitian ini dirancang untuk mengidentifikasi area strategi pembelajaran bahasa yang digunakan oleh sepuluh pebelajar Bahasa Inggris yang berhasil di lima sekolah menengah swasta di Kuching, Sarawak. Strategi yang digunakan oleh pebelajar ini membantu untuk mempromosikan dan meningkatkan penggunaan strategi di antara pebelajar dengan Bahasa yang dianggap kurang. Dengan menggunakan prosedur purposive sampling, sekelompok yang terdiri dari sepuluh pebelajar bahasa yang berhasil belajar di sebuah sekolah swasta di Kuching, Sarawak berpartisipasi dalam penelitian ini. Temuan penelitian ini menunjukkan bahwa pebelajar bahasa yang berhasil adalah pebelajar yang menggunakan strategi pembelajaran bahasa frekuensi tinggi. Temuan tersebut mengungkapkan bahwa strategi metakognitif adalah strategi yang paling sering digunakan, diikuti oleh strategi sosial, kognitif, kompensasi, afektif dan memori yang ditemukan sebagai strategi yang paling sedikit digunakan di antara pelajar bahasa yang berhasil. Menariknya, penelitian ini mengakui bahwa pebelajar bahasa yang sukses menggunakan lebih banyak strategi tidak langsung yang sejalan dengan strategi langsung. Temuan ini memiliki implikasi yang signifikan terhadap penelitian tentang strategi pembelajaran bahasa mengenai pebelajar bahasa yang berhasil dan perencanaan guru untuk memenuhi kebutuhan pebelajar yang beragam dalam Bahasa Inggris dan memperbaiki bidang pengajaran bahasa.Kata kunci: strategi belajar bahasa, pebelajar bahasa yang sukses, bahasa inggris sebagai bahasa kedua Learners learn in a variety of ways and strategies. It is inevitable that learners should be given proper strategy instruction and training in order to create awareness of...

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“…Another reason is that frequency count might not be a valid instrument to measure strategy use (Oxford, 2017;Cai & Kunnan, 2020). Rather, the efficiency of strategy use (i.e., doing things rightly) is likely to matter more (Grabe & Stoller, 2011;Griffiths & Inceçay, 2016;Oxford, 2017;Cai & Kunnan, 2020). The validity of frequency and efficiency of strategy use warrants further examination.…”

Section: Discussionmentioning

confidence: 99%

“…To present a more meaningful picture, data of other background factors should be gathered through other methods like interview, thus pointing to the importance of adopting mixedmethod approach in studying strategy use and the effect on language performance. Furthermore, Griffiths and Inceçay (2016) mentioned that Likert scales are by nature ordinal and do not generate numerical data. However, most studies of strategy use performed parametric tests such as Pearson product-moment test of correlation, t tests, ANOVAs, and SEM to analyze means, which are not the correct analysis procedures despite the fact that results produced by non-parametric tests do not differ widely from those by parametric test.…”

Section: Discussionmentioning

confidence: 99%

An investigation of novice ESL writers’ cognitive processes and strategy use of paraphrasing

Zhang

2020

Lang Test Asia

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Source use competence is becoming increasingly important in English-medium universities, and inability to appropriately use reading sources leads to plagiarism which has serious punishable consequences. As one effective strategy to help academic writers to avoid plagiarism, paraphrasing is highly recommended for students to master. However, studies on paraphrasing are product-oriented, and few examined the processes and strategies of paraphrasing. The elusive construct of paraphrasing exerted a negative influence on the instruction and assessment of paraphrasing. Only specific paraphrasing strategies were examined in prior studies, and little has been done on more general strategies like cognitive and metacognitive strategies. Moreover, as for the studies of learner strategy and language performance, no consensus has been reached about the relationship between strategy use and language performance. Prior studies mainly adopted Purpura's questionnaire (1997) with cognitive and metacognitive strategies excluding other important learner strategies, and prior studies mainly examined language performance in non-integrated tasks. Questionnaire and interview were employed in previous studies, but few has adopted think-aloud protocols to capture test takers' online cognitive processes. To address the research gap, the present study purports to shed light on the cognitive processes and strategy use in the paraphrasing task with the method of think-aloud protocols and strategy use questionnaire. A total of 212 first-year non-English-major college students were recruited to respond to a seven-item paraphrasing task. Think-aloud protocol was conducted to capture test takers' thinking processes while responding to the task. In addition, test takers' strategy use in paraphrasing was elicited by a paraphrasing strategy use inventory. Findings of the study are as follows: test takers employed numerous strategies including cognitive, metacognitive, compensation, and affective strategies with a variety of sub-strategies; metacognitive strategies are significantly correlated with cognitive strategies; more proficient test takers used a smaller number of strategies and more metacognitive strategies. However, structural equation modeling analysis reported that all those strategies exert a negligible effect on participants' paraphrasing performance. Other factors which might contribute to the language performance were analyzed, including language knowledge, test methods, personal attributes, and errors of measurement.

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New Directions in Language Learning Strategy Research: Engaging with the Complexity of Strategy Use

Cited by 12 publications

References 53 publications

The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement

The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement

Strategies of Successful English Language Learners among Private School Students

An investigation of novice ESL writers’ cognitive processes and strategy use of paraphrasing

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