Tangible insights on the strategizing of language learners and users

Abstract

This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as to describe ongoing and future research efforts intended to enhance the strategy domain. The LLS areas dealt with include theory building, the dynamics of delivering strategy instruction (SI), meta-analyses of SI, learner diversity, SI for young language learners, SI for fine-tuning the comprehension and production of academic-level, grammar strategies at the macro and micro levels, lessons learned from many years of LLS research in Greece, the past and future roles of technology aimed at enhancing language learning, and applications of LLS in content instruction. This review is intended to provide the field with an updated statement as to where we have been, where we are now, and where we need to go. Ideally, it will provide ideas for future studies.

Beyond the Bubble: Unveiling the Multifaceted Landscape of Test Wiseness and Their Operationalization Among English-Language Majors

“…It was already found that a single strategy cannot be used alone to complete a language task (Graham, 1997; Neubach & Cohen, 1988;Laviosa, 2000;Macaro, 2001Macaro, , 2003Macaro, , 2006Addamegh, 2003;Phakiti, 2006;Al Fraidan, 2019;Cohen et al, 2023a). This study aimed to further investigate the nature of the resultant clustering of TTS.…”

“…Consequently, classifying them into a single functional category is deemed illogical. Cohen et al (2023a) propose the structure shown in Figure 2 to prove that strategy functions fluctuate. One strategy for determining the meaning of a word in a context can have four functions.…”

“…Previous studies classified TTS under categories and sub-categories (i.e., test management strategies, strategies for reaching an answer) (Cohen, 2011), signaling that a single strategy has only one function. While this prevailing notion persisted in the literature for several decades, it has become apparent that a strategy can have more than one function (Cohen et al, 2023a). Thus, this study seeks to contribute novel insights by delving into the self-reports of Test-Taking Strategies (TTS) among Saudi English as a Foreign Language (EFL) learners.…”

“…Language learning strategies (LLS) is still a constant field with consistent findings worldwide (Alyami, 2011). However, research on Test-taking strategies (TTS) has not produced new reflections that address the limitations of previous studies, such as the persistent use of the same research tools and uncovering the reality of those LLS (Cohen et al, 2023a). Cohen et al (2023a) called for new reflections in LLS, which covered TTS as a subject within LLS.…”

“…However, research on Test-taking strategies (TTS) has not produced new reflections that address the limitations of previous studies, such as the persistent use of the same research tools and uncovering the reality of those LLS (Cohen et al, 2023a). Cohen et al (2023a) called for new reflections in LLS, which covered TTS as a subject within LLS. Most research on TTS has been questionnaire-based, and only looked at LLS on a macro level without investigating the complexities of using questionnaires to generate claims regarding LLS or TTS.…”