Biblio re apa
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This article reviews research on language learning strategies from 1970-2006 and proposes revisions to the theoretical framework. It discusses strategies used for both learning and using a second language. The author draws on previous works and studies college students learning a language. Two important aspects are defining strategies and using them in learning. The relationship between subconscious activity and strategies is explored, showing how they shape learning preferences and processes. The article recommends viewing strategies as an integral part of learning, not just for speeding it up. Learning depends more on the strategies available and best fitting a learner's preferences and intelligence. While much research has been done, theoretical criticisms have persisted for over two decades.
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This document summarizes a study that examined potential gender differences in reading strategy use among English as a second language (ESL) college students. The study surveyed 248 ESL students about their use of global reading strategies, problem-solving strategies, and support strategies. The results showed no significant differences between male and female students in their overall strategy use or use of individual strategy categories. The researcher reflected that other factors beyond gender may be more influential on reading strategy use, and noted limitations around details on placement tests and reading materials.
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0323 marina
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Presentación2 descriptive research
This paper explores the significance of motivation as a contributing factor to second language acquisition. It examines two types of motivation: integrative motivation, which involves positive attitudes towards the target language group and a desire to integrate; and instrumental motivation, which involves learning a language to gain social or economic rewards. The paper discusses these motivations in the context of research on their correlation with successful second language learning. It also looks at motivation in the Japanese EFL context, describing a study of 90 Japanese university students that found their underlying English motivation was largely instrumental, to prepare for university entrance exams.
Factors affecting second language strategy use
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1. Several studies have found that females generally report using more language learning strategies overall compared to males, though males sometimes use particular strategies like metacognitive strategies more.
2. Personal factors like personality and emotions can influence language learning strategy use, with extroverts preferring social strategies and introverts using metacognitive strategies more.
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This discussion is prepared for Task 6: Factors Affecting Language Learning Strategies (LLS) as a requirement for GGGE6533 Language Learning Strategies Instruction.
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Prepared by: Nur Yasmin Khairani Zakaria
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Information that can be practical for a project.
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factors that affecting LLS usage- NATALIAH JOSEPH (A143852) UKM TESL.
Five factors that affect language learning strategy (LLS) usage are identified:
1. Age - Younger learners tend to use metacognitive strategies less than older learners over 30.
2. Gender - Females generally use more LLS than males, especially social interaction and meaning-making strategies.
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5. Year of learning - Different school years can impact strategy use in various categories
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The document summarizes research on factors that influence the language learning strategies used by students. It discusses how age, gender, ethnic and cultural background, motivation, and parents' academic background can impact the strategies employed. For age, younger students rely more on repetition, while older students use more cognitive and metacognitive strategies. Females tend to utilize social and practice strategies more, while males prefer visual-spatial learning. Cultural background also influences strategy use, such as Asian students preferring rote learning. Motivation and parents' education levels affect students' preparation and strategy selection as well.
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The document discusses needs analysis in English for Specific Purposes (ESP). It defines needs analysis as a key component of ESP course design that involves gathering information about learners' professional needs, language skills, and learning environment. It describes three common models of needs analysis: target situation analysis, present situation analysis, and learning situation analysis. Target situation analysis focuses on learners' future language needs, present situation analysis evaluates current language abilities, and learning situation analysis considers cognitive learning needs. Proper needs analysis is crucial for accurately designing, implementing, and evaluating the effectiveness of ESP courses.
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FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES (LLS)
FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES (LLS)
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factors that affecting LLS usage- NATALIAH JOSEPH (A143852) UKM TESL.
factors that affecting LLS usage- NATALIAH JOSEPH (A143852) UKM TESL.
The exploring nature of methodology in the current studies of language learni...
The exploring nature of methodology in the current studies of language learni...
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Needs Analysis and Evaluation In English Specific Purposes
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1. An introduction describing the background and objectives of the study, which aims to determine students' reading achievement and the impact of think aloud strategy on skills.
2. A literature review of think aloud theory and related studies showing positive impacts, including increased engagement, interaction with texts, and language skills from using the strategy.
3. A description of the experimental research methodology using a pre-test and post-test control group design to examine the strategy's effectiveness on 40 students from two 9th grade classes.
Investigating English Listening Strategy Use of Middle School Students
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In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning. Language Learning Strategy Use; Does Critical Thinking Make a Difference?
Language Learning Strategy Use; Does Critical Thinking Make a Difference?English Literature and Language Review ELLR
The present study was an attempt to investigate the effect of critical thinking level on Iranian EFL learners’ choice of language learning strategies. The participants were 93 male and female B.A. level Iranian students majoring in English language teaching and English translation at Imam Khomeini International University in Qazvin; Zanjan University; and Kar non-profit University in Qazvin. Data were collected using the Strategy Inventory for Language Learning (SILL), and Peter Honey’s Critical Thinking Scale. The participants were divided into three levels (High, Mid, Low) of critical thinking based on their scores on the critical thinking questionnaire. The participants’ strategy use in the three groups was compared using six separate one-way ANOVA procedures. The results showed that the level of critical thinking significantly influenced students’ choice of memory, cognitive, metacognitive and social strategies, but had no significant effect on the choice of compensation and affective strategies. The findings of this study may have both theoretical and pedagogical implications for learners, teachers, and syllabus designers.
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Metacognitive bangladeshi
This study investigated the use of metacognitive language learning strategies by Bangladeshi English learners with different proficiency levels. The study found that students with low English proficiency use metacognitive strategies more frequently than students with high proficiency. Both low and high proficiency students were frequent users of metacognitive strategies. Specifically, 64% of low proficiency students were high users of metacognitive strategies while 38% of high proficiency students were also high users. The findings suggest that Bangladeshi learners of various proficiency levels are aware of metacognitive strategies.
Vocabulary learning strategies
This document summarizes a study that investigated the differences in vocabulary learning strategies used by Arabic majoring students versus non-Arabic majoring students at the Kulliyyah Islamic Revealed Knowledge (KIRK) at the International Islamic University Malaysia (IIUM). The study found no significant differences between the two groups, with both groups most frequently using spontaneous vocabulary learning strategies. The study used a vocabulary learning strategies questionnaire to survey 248 students from the two groups and analyzed their use of formal vocabulary learning strategies, self-initiated strategies, and spontaneous strategies.
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English - Majored Juniors’ attitudes towards learning the academic writing co...
This document summarizes a research study that investigated the attitudes of English-majored juniors at TraVinh University towards their academic writing course. The study found that students had positive attitudes about the course and recognized its benefits. However, students also faced challenges, with grammar being a prominent difficulty due to their native language influence. The study suggests implications to help students improve their academic writing skills.
Chamot
This document discusses issues in language learning strategy research that affect teachers and students. It explores eight key issues identified from previous research: 1) identification of learning strategies, 2) terminology and classification of strategies, 3) the relationship between strategy use and learner characteristics like gender and proficiency, 4) the impact of culture and context on strategy use, 5) explicit vs. integrated strategy instruction, 6) the language used for instruction, 7) transfer of strategies to new tasks, and 8) models for strategy instruction. The author analyzes existing research on these issues and suggests areas for future research to provide better guidance for teachers and help students become more effective language learners.
Language learning strategy use and reading achievement
This document discusses a study that investigated the relationship between language learning strategy use and reading achievement among 307 Iranian university students studying English. The students were divided into three groups based on their scores on an IELTS reading test - low, intermediate, and high ability. All students completed the reading test and a questionnaire assessing their use of different language learning strategies. The results showed that students with higher reading ability used strategies to facilitate reading processing more frequently compared to lower ability students, reflecting greater autonomy in language learning. Specifically, higher ability students used cognitive and metacognitive strategies more than lower ability students. The findings support the idea that appropriate use of language learning strategies can improve reading ability.
Language learning strategies research in English as foreign language context...
Language learning strategies research in English as foreign language context...Journal of Education and Learning (EduLearn)
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.Efl learner strategies for vocabulary learning
The document discusses taxonomies of vocabulary learning strategies for EFL learners. It summarizes taxonomies proposed by Gu and Johnson (1996), Schmitt (1997), and Nation (2001) that classify strategies into categories like metacognitive, cognitive, memory, and activation. The strategies include guessing meanings from context, using dictionaries, repetition, imagery, and using new words in different contexts. The document aims to propose a framework for teaching vocabulary learning strategies to EFL students.
Employing Social Media in Text-Based Instruction
ABSTRACT:Text-Based Instruction was first introduced over two decades ago but still has relevance for
language teaching today. However, the texts typically used in this approach are of a literary or academic nature
rather than texts that are motivating and more immediately relevant to learners’ lives. This paper proposes the
use of social media platforms, in particular Instagram, as a way to make the utilization of Text-Based Instruction
more meaningful to students.
KEYWORDS –genre theory, whole texts, Text-Based Instruction, English language learning, contemporary
texts
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Biblio re apa
- 1. Running head: BIBLIOGRAPHY ENTRY REVIEW 1 Bibliography Entry Review Sayed Nazari California State University Monterey Bay
- 2. BIBLIOGRAPHY ENTERY REVIEW 2 Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal, 90(3), 320-337. Ernesto Macaro is a professor in the Department of Educational Studies at University of Oxford. He has studied previous researches on strategies used in the second language learning since 1970. The purpose of this article is to review strategy research based problems from a theoretical standpoint in which strategies are differentiated from various standpoints. The author tends to explore the strategies used either during learning a second language or using a language as he has supported his arguments citing four well known and often cited books (Naiman, Frohlich, Stern, & Todesco, 1978/1996; O'Malley & Chamot, 1990; Oxford, 1990; Wenden & Rubin, 1987). The author based his research and statement of purpose to use college students learning a second language as the audience for this study. He discusses the two important aspects of learning a second language, defining the strategy and using the strategy in learning a second language. The study was conducted on collage level students to review and use multiple strategies that can help ESL learners in learning and using a second language. The author also discusses the relationship between subconscious activity and learner strategy that how they shape and affect the learning process showing how the subconscious activity interacts with brain that changes learning preferences, respectively. This study recommends that is important to view strategies as an integral component of learning process, rather than a component to speed up learning. The author further elaborates that learning does not come from learners frequently used strategies, but the strategies available to them, their personal strategies that best fit their learning preferences, and intelligence. In the conclusion, the author summarizes researches conducted in learning strategies, but still
- 3. BIBLIOGRAPHY ENTERY REVIEW 3 theoretical criticisms have been persisted with some level of justification for almost over two decades. This article will support my research in many ways since it talks about multiple learning strategies in the field of second language accusations focusing on adult learners. For instance, using this article will help me integrate different types of strategies to various aspects of adult learning to make language learning more successful. It, in addition, is a useful and well researched article.