Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives

Rao, Zhenhui

doi:10.2167/jmmd449.1

Cited by 83 publications

(79 citation statements)

References 30 publications

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“…First, researches found that females tend to show greater ability in articulation and score higher than males in verbal ability and reading test (Freeman L & Long, H, 1991;Oxford, 1993). Second, females are expected to succeed in language learning, and failure in English for females students in English may well be more status-threatening than for male students ( Rao, 2005).…”

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confidence: 99%

A Study of English Reading Strategies Used by Senior Middle School Students

Li¹

2010

ASS

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For the past several decades, reading strategies have aroused many researchers' interests, but the research has mainly focused on strategy use while ignoring the function of metacognitive awareness of reading strategies. This study, based on a questionnaire, investigated the students' awareness of reading strategy use at the senior middle school level. The major findings are, first, that there is a moderate awareness of all the strategies; secondly, the students hold a preference for Problem Solving Reading Strategies, followed by Global and Support Reading Strategies; thirdly, females show higher use of reading strategies than males in each individual category, as well as in the combined sub-categories. Also, the females are more careful and considerate while the males are more adventurous and bolder. Finally, the readers' metacognitive awareness of reading strategies is closely linked to their language proficiency. Based on the findings above, several suggestions can be made to help teachers improve their teaching and help the students improve their reading efficiency.

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confidence: 99%

A Study of English Reading Strategies Used by Senior Middle School Students

Li¹

2010

ASS

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“…According to Radwan (2011), Rao (2006 and Sheory (1999), social and cultural factors affect learner autonomy. So, these factors may also have influenced autonomy level.…”

Section: Discussionmentioning

confidence: 99%

Cooperative and Competitive Teaching Techniques Affecting Iranian Efl Learners’ Autonomy Level

Zarei

Layeq

2016

IJ21CE

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This study investigated the effects of competitive and cooperative teaching techniques on Iranian adult EFL learners' autonomy. To this end, a sample of 88 non-English major university students at Sohrevardi Nonprofit College in Qazvin were assigned to two groups, and each group received instruction under one of the treatment conditions including cooperative and competitive teaching techniques. To collect data, the Persian translation of an autonomy questionnaire was administered before and after the treatment. The obtained data were analyzed using an Analysis of Covariance (ANCOVA) procedure. The result of data analysis showed that competitive and cooperative teaching techniques affected the level of autonomy in EFL learners. The learners in the cooperative group were more autonomous. The findings of the present study may have implications for learners, teachers, and syllabus designers.

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“…One direction of LLS research has been to differentiate the use of strategy types into various factors or groups from a micro-perspective such as age (Oxford & Ehrman, 1995), gender (Liu, 2004), ethnicity or culture (Rao, 2006), affective factors (Ehrman, Leaver, & Oxford, 2003), course type (Hong-Nam & Leavell, 2006), major (Gu, 2002), course level (Griffiths, 2003a), past learning experience (Griffiths, 2003b), or learning beliefs and values (LoCastro, 1994). Most of these studies have found that LLS are used significantly differently by various groups of learners.…”

Section: Language Learning Strategies (Lls)mentioning

confidence: 99%

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

Yang¹

2018

ESP Today

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This paper compares and contrasts the English learning strategies used by Chinese speakers under the CLIL approach in two different contexts, Taiwan and Hong Kong. We adopted Oxford's (1990) Strategy Inventory for Language Learning (SILL) as our instrument to identify their strategy preferences. The results demonstrate that both Taiwanese and Hong Kong CLIL learners use Language Learning Strategies (LLS) to a medium degree, but the former deploy LLS more frequently than the latter. Taiwanese learners tend to use indirect strategies more often than direct strategies, completely opposite to their Hong Kong counterparts. The rankings of the LLS preferences of the two groups also differ. Their preferences differ from the common assumption that Chinese-speaking learners rely more on memory strategies due to the traditional rote learning style. The Taiwan group shows many significant intra-group variations among the gender, discipline, and English level variables. In contrast, the Hong Kong group exhibits less variance between these variables. Finally, it was found that the employment of 27 strategies out of 50 (54%) demonstrated significant differences between the two contexts. Offering bridging courses in ESP or EAP to scaffold learners with specific language knowledge before mastering the subject matter is recommended in the EFL contexts where CLIL will be implemented.Key words content and language integrated learning (CLIL), language learning strategies (LLS), Taiwan, Hong Kong, tertiary level. * Corresponding address: Wenhsien Yang, 1, Sung-ho Rd. Kaohsiung 812, Taiwan. THE DEPLOYMENT OF ENGLISH LEARNING STRATEGIES IN THE CLIL APPROACH: A COMPARISON STUDY OF TAIWAN AND HONG KONG TERTIARY LEVEL CONTEXTSVol. 6(1)(2018): Sažetak U ovom radu upoređuju se i kontrastiraju strategije učenja engleskog jezika kod kineskih govornika uz primenu integrisanog učenja jezika i stručnog gradiva u dva različita okruženja, Tajvanu i Hong Kongu. Kao instrument uočavanja preferencija pri korišćenju strategija prihvaćen je Inventar strategija učenja stranog jezika (Oxford, 1990). Rezultati pokazuju da i tajvanski i honkonški učenici uz primenu integrisanog učenja jezika i stručnog gradiva u srednjem obimu koriste strategije, ali da ih tajvanski koriste češće od honkonških. Tajvanski učenici češće koriste indirektne od direktnih strategija, dok je sasvim suprotno kad je reč o njihovim honkonškim kolegama. Preferencije korišćenja strategija kod dve grupe takođe se razlikuju. Njihove preferencije razlikuju se od uobičajene pretpostavke da se govornici kineskog više oslanjaju na strategije pamćenja usled tradicionalnog načina učenja putem memorizacije i ponavljanja. Tajvanska grupa ispoljava više značajnih varijacija u pogledu varijabli kao što su pol, disciplina i nivo znanja engleskog jezika, za razliku od hongkonške grupe koja ispoljava manje varijacija u pogledu ovih varijabli. Konačno, pronađeno je da korišćenje 27 od ukupno 50 strategija (54%) ispoljava značajne razlike između ova dva okruženja. Preporučuju se prelazni kur...

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Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives

Cited by 83 publications

References 30 publications

A Study of English Reading Strategies Used by Senior Middle School Students

A Study of English Reading Strategies Used by Senior Middle School Students

Cooperative and Competitive Teaching Techniques Affecting Iranian Efl Learners’ Autonomy Level

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

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