This document outlines a research project examining the characteristics of good language learners. It discusses the purpose, significance, research questions, methodology, and limitations of the study. The methodology involves distributing a questionnaire to 4th year English students at Al-Quds University to identify which learning strategies (cognitive, metacognitive, affective, social) are most used by successful language learners. A literature review discusses these strategy types and previous related research studies. The goal is to determine how teachers can help less successful students develop strategies used by good language learners.
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 NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This descriptive research aimed to identify the objective and subjective learning needs of grades 4 – 6 elementary school learners of Bayanihan Institute. It also looked into the most and least important needs of the learners, proposed intervention program to enhance English instruction in the school, and determined the implications of the research findings to the teaching of English as a second language to the young Filipino-Chinese learners.
This study describes and examines the
implicit and explicit teaching in second language acquisition in,
in this study English as the second language. This study also tries
to find out which method is more suitable for teaching second
language. Different language classes of a renowned institution are
being observed to get the authentic results
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 NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This descriptive research aimed to identify the objective and subjective learning needs of grades 4 – 6 elementary school learners of Bayanihan Institute. It also looked into the most and least important needs of the learners, proposed intervention program to enhance English instruction in the school, and determined the implications of the research findings to the teaching of English as a second language to the young Filipino-Chinese learners.
This study describes and examines the
implicit and explicit teaching in second language acquisition in,
in this study English as the second language. This study also tries
to find out which method is more suitable for teaching second
language. Different language classes of a renowned institution are
being observed to get the authentic results
5 factors affecting language learning strategies use (slides)Lisa Kwan
A task completed for the course GGGE6533 Language Learning Strategies Instruction with the National University of Malaysia (UKM), Bangi for Masters in Education (TESL). The topic is on the 5 factors affecting language learning strategies (LLS). This presentation mainly presents what has been discovered in previous research and studies on the topic.
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level by Fareeda Sanam and Nadia Thalho
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learners’ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, what’s more, students’ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English.
The Effect of Listening Activities on Students' Listening Comprehensionijtsrd
Listening skill competency is one of the challenges of all four English skills for EFL English as a Foreign Language learners. This study investigates the correlation and the influence between listening strategies and listening comprehension. The objective of the study is to find out whether pre listening, while listening and post listening activities are the most effective activities to students' listening comprehension. Thirty students in the University of Computer Studies, Mandalay in 2018 2019 academic years participated in this study. The research data was collected by using IELTS test. It was found that while listening activities for improving listening skill had a very positive impact on the students. Thiri Soe Win | Win Yu Yu Maung "The Effect of Listening Activities on Students' Listening Comprehension" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27902.pdfPaper URL: https://www.ijtsrd.com/other-scientific-research-area/other/27902/the-effect-of-listening-activities-on-students%E2%80%99-listening-comprehension/thiri-soe-win
Language attitude study has proven to reveal students’ success and failure in learning language. Attitude is not innate, but learned. Students learn to grow and improve their positive language attitudes towards foreign languages through certain programs at schools. The aim of this research is to investigate the language attitude of students in an Indonesian Islamic boarding school towards English as a foreign Language and to describe why they have the attitude. The respondents were 49 students of 2nd grade of senior high school classes from HAC (High-Achieving Class) and LAC (Low-Achieving Class). The design of this research was mixed method using explanatory sequential design. To obtain the data, the instrument used was a questionnaire consisting of cognitive, affective and conative components of language attitudes. Interview was carried out to acquire the reason the students had the attitudes. The finding was both HAC and LAC students’ language attitudes were mostly positive (91.83%) in cognitive, affective and conative language attitudes. Some (8.17%) had different language attitudes. They showed positive language attitudes, but acquired low scores and showed negative language attitudes, but acquired high scores. The interview revealed this phenomenon.
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
5 factors affecting language learning strategies use (slides)Lisa Kwan
A task completed for the course GGGE6533 Language Learning Strategies Instruction with the National University of Malaysia (UKM), Bangi for Masters in Education (TESL). The topic is on the 5 factors affecting language learning strategies (LLS). This presentation mainly presents what has been discovered in previous research and studies on the topic.
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level by Fareeda Sanam and Nadia Thalho
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learners’ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, what’s more, students’ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
This research was aimed to find out the effect of Teaching Method and Linguistic Intelligence on the student’s learning outcomes in English.The research was conducted at the Public Primary School 023 and 010 Sidomulyo, Samarinda East Borneo between using experimental method with factorial design 2 x 2, with a sample group A treated by Total Physical Response (TPR) and group B treated by Grammatical Translation Method (GTM) taken by simple random sampling. Data was analysed by two ways ANOVA.The research findings are (1) the student’s learning outcomes in English taught by TPR are higher than those who were taught by GTM, (2) The mean score of the student’s learning outcomes in English with high linguistic intelligence is higher than the mean score of the student’s learning outcomes in English with lower linguistic intelligence, (3) For the students with lower linguistic intelligence, there is significant difference between the application of TPR and GTM in their learning outcomes, (4) There is an interaction effect among the teaching method and linguistic intelligence on the learning outcomes in English.
The Effect of Listening Activities on Students' Listening Comprehensionijtsrd
Listening skill competency is one of the challenges of all four English skills for EFL English as a Foreign Language learners. This study investigates the correlation and the influence between listening strategies and listening comprehension. The objective of the study is to find out whether pre listening, while listening and post listening activities are the most effective activities to students' listening comprehension. Thirty students in the University of Computer Studies, Mandalay in 2018 2019 academic years participated in this study. The research data was collected by using IELTS test. It was found that while listening activities for improving listening skill had a very positive impact on the students. Thiri Soe Win | Win Yu Yu Maung "The Effect of Listening Activities on Students' Listening Comprehension" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27902.pdfPaper URL: https://www.ijtsrd.com/other-scientific-research-area/other/27902/the-effect-of-listening-activities-on-students%E2%80%99-listening-comprehension/thiri-soe-win
Language attitude study has proven to reveal students’ success and failure in learning language. Attitude is not innate, but learned. Students learn to grow and improve their positive language attitudes towards foreign languages through certain programs at schools. The aim of this research is to investigate the language attitude of students in an Indonesian Islamic boarding school towards English as a foreign Language and to describe why they have the attitude. The respondents were 49 students of 2nd grade of senior high school classes from HAC (High-Achieving Class) and LAC (Low-Achieving Class). The design of this research was mixed method using explanatory sequential design. To obtain the data, the instrument used was a questionnaire consisting of cognitive, affective and conative components of language attitudes. Interview was carried out to acquire the reason the students had the attitudes. The finding was both HAC and LAC students’ language attitudes were mostly positive (91.83%) in cognitive, affective and conative language attitudes. Some (8.17%) had different language attitudes. They showed positive language attitudes, but acquired low scores and showed negative language attitudes, but acquired high scores. The interview revealed this phenomenon.
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Abstract
One of the objectives of teaching a foreign language is to enable the learners to become autonomous, that is the ability to continue learning the foreign language without the teachers’ assistance. Autonomous learners are learners who are responsible for their own learning. Thus, it is very important for the learners to learn and understand how to become autonomous learners. The present paper deals with the discussion of how to promote learners’ autonomy.
Key words: autonomous learner, learning theory, learning
strategy
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Basic concepts of methodology method, method, principle. Didactics what do we teach is the content of the training. Methodology how do we teach teaching methods and techniques. The concept of method is derived from the Greek Latin word metodos method , which means the way to a particular goal, method. The narrow and broad meanings of the term can be found in various literatures. The term “methodology†in the narrow sense refers to a concept related to the specific teaching process of education. Jurayeva Yulduz Ruzikulovna "Methodology of Foreign Language Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46480.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46480/methodology-of-foreign-language-teaching/jurayeva-yulduz-ruzikulovna
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
1. Al-Quds University
Department of English
Course Title
Seminar in Language 441
Project Title
Characteristics of Good Language Learner
Submitted by
Razan Nather
Submitted to
Dr.Omar Abu-Humos
Academic Year
2013-2014
Second Semester
2. Table of Content:
1-Introduction:
2- Methodology:
2.1 purpose of the study
2.2 significance of the study
2.3 research question and hypothesis
2.4 research design
2.6 procedure
2.7 definitions and terms
2.8 limitations
3-Review of literature:
3.1 theoretical framework
3.2 previous research
4- Findings:
5- Discussion, conclusion and recommendations
6- Reference:
7- Appendices:
3. Chapter I
Introduction
What makes good language learners tick? What do they do that poor learners do not do?
Could we help the poor learners by teaching them some of the good language learners’ traits or
strategies? Learning a foreign language is more than just a boost to your CV. It will make you
smarter, more decisive and even better at English. It also helps boosting your memory; it will
widen your knowledge about linguistics, people, and tradition. It also improves your
communicating skills, and gives you more confidence in yourself.
Knowing a foreign language helps in discovering new worlds, and gets an insider's view of
another culture and a new view of your own. Studying a new language, reading other people's
stories, and connecting with people in their own language can be a source of pleasure and
surprise. Connect with other cultures. Learning about other cultures will help you expand your
personal horizons and become a responsible citizen.
Getting the language right is a major issue in almost every corner of society. The more we
know about the language the more chance we shall have of success, whether we are advertisers,
politicians, teachers, journalists, doctors, lawyers, or just ordinary people at home, trying to
understand and be understood.
This study will try to provide answers to these specific questions and many other questions.
And the aim of this study is to identify the most important characteristics that the good language
learner has in their characters, and through the questionnaire, I’ll try to know the strategies that
are most used by good language learners.
4. Chapter II
2. Methodology
2.1 Statement of the problem
The problem that this study will identify and make clear is the characteristics of good language
learner, because knowing these characteristics and the strategies behind them will make us good
learners in all fields of learning, because characteristics are linked automatically with the
strategies of learning, that will be explained very well in this study, and will also give the chance
for poor language learners to learn these strategies and apply them on their education process.
2.2 Purpose of the study
This study is intended to identify the characteristics that good language learners have in their
personalities that make them tick and succeed in their education process. And through this we
will get to know which of the learning strategies are more used by good language learners, and
I’ll make clear how strategies are linked together in the learning process, because strategies are
very important for us to be good language learners and later independent learners.
2.3 Significance of the Study
This research is important for all kind of learners, because these strategies that will be
identified are all of general type. The significance of the study is to breed good independent
learners that are ready to learn in all circumstances.
Over the last few decades, a gradual but considerable shift has taken place, resulting in less
emphasis on teaching and teachers, and greater emphasis on learning and learners. This change
5. has been reflected on language education and applied linguistics, and many researchers have
applied researches that concerned the learner and the pedagogy of learning, and many other
researches have been conducted on the subject of characteristics of good language learners, but
they didn’t get to the point where they need to discuss these characteristics and identify them in a
way to help poor language learners to be good language learners. In this research I’ll provide you
the best way to instill these characteristics in your characters by explaining how teachers can
ingrain these strategies into students through teaching strategies.
2.4 Research Questions and Hypothesis
1. What are the characteristics of good language learners?
2. What are the learning strategies that are most used by the good language learners.
3. How can teachers instill these characteristics or strategies into poor language learners in order
to become good language learners?
2.5 Research Design
In this research the method for data collecting that will be used is the questionnaire. The
advantages of using questionnaires in researches are that they are practical, and large amount of
information can be collected from a large number of people in a short period of time, and in a
relatively cost effective way. And the results of the questionnaires can usually be quickly and
easily quantified by either a researcher or through the use of a software package.
2.6 Population and Sample
6. For the questionnaire, the instrumentation of the study will be the fourth year students of the
English Department at Al-Quds University, and the sample will be about 15 students.
The questionnaire will be divided into four sections, and each section will contain a number of
questions about a certain strategy of the learning strategies.
2.7 Procedure
In this research, the questionnaire will be divided into four sections, and each section will
reflect a different type of the major strategies of learning. These four strategies are; Cognitive,
Metacognitive, Affective and social strategies. According to previous researches, these are the
strategies of learning a second language, and in our study, learning English as a second language.
At the end of the research we will see which of these strategies are most used by good language
learners and according to the sample of this study, the fourth year students of the English
Department at Al-Quds University.
2.8 Limitations
Academic year: 2013-2014
Specific Sample: Fourth year students of the English Department at Al-Quds University.
7. Chapter III
3. Review of Literature
3.1 Theoretical Background
Students should know what to learn and how to learn in order to be good language learners
and in the future to become independent learners and be good and effective teachers to raise
educated learners. And to be good learners, they need to know the learning strategies in order to
follow, but they have to know that there is no specific learning strategy to be a good language
learner; there are many strategies that the student should follow to be an effective learner.
Learning strategies are used by students to help them understand information and solve
problems. A learning strategy is a person's approach to learning and using information. Students
who do not know or use good learning strategies often learn passively and ultimately fail in
school. Learning strategy instruction focuses on making the students more active learners by
teaching them how to learn and how to use what they have learned to solve problems and be
successful. This study will divide learning strategies to four main strategies; cognitive strategies,
metacognitive strategies, affective strategies, and social strategies.
Cognitive strategies are the specific methods that people use to solve problems, including all
sorts of reasoning and planning. Others said that cognitive strategy is a mental process or
procedure for accomplishing a particular cognitive goal. Cognitive strategies involve the
identification, retention, and retrieval of language elements, and it is all about using our brains to
improve our learning process.
Metacognitive strategies are taken from the concept metacognition; which means cognition of
cognition or knowing of knowing. In other words they are the type of strategies that deal with the
8. planning, monitoring, and the evaluating of language learning activities. It is also known as the
self-reflecting of thinking about thinking. Metacognitive strategies are used to supervise, control
or self-direct language learning. They involve different procedures as planning, prioritizing,
setting goals, and self-management.
Affective strategies are those that serve to regulate emotions, attitudes, and motivation. They
are also known as the skills that have to do with the growth in feelings or emotional areas
(attitude or self), including the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. This all helps the student
to become more confident of him and of his English and all of his skills that are related to his
learning process. The main affective strategies include cooperation and question for clarification
(Brown, 2007).
Social strategies are those that deal with the social side of the learner, it may include his
physical and mental skills but more about the student’s interaction with the environment around
him and the society that they live in, and it refers to actions learners take to interact with users of
language, even if they are native speakers or not.
Social skills allow the student to have good communication with people around him, not
only in English but also in their own native language.
3.2 Previous Studies:
1. Carol Griffiths has conducted a study in 2010 that was called “Strategies of Successful
Language Learner”, that showed the relationship between learning strategies and the
good language learner. The instrumentation of her study was an interview given for two
different people; a 28 year old Kira from Japan, and 19 year old Nina from Germany.
9. Before the interview, the two participants were asked to complete a semantic-scaled
questionnaire in order to rate some strategy items. Griffiths chose these two participants
because they were successful in their studies, in spite of their differences of age, gender,
nationality, and their goals. The result of this study was that the researcher found a
relationship between strategies conducted by students and being a good language learner.
Griffiths ended her research with a simple sentence: “Those who succeed are motivated
and they take charge of their own learning by means of strategies which suit their own
individual characteristics, situations, and goals”.
2. Fateme Behabadi and Benham Behfrouz have conducted a study in 2012 about (The
Relationship between Characteristics of Good Language Learners and The Especial
Employed Learning Strategies during Educational Context). In their research, they have
divided the learning strategies into five types: (Metacognitive, Cognitive, Socioaffective,
Communication, and Social strategies). They also linked the good language learner to
being a motivated learner, and without motivation, success will be hard to have. The
method they used was a test given for a group of 56 IELTS candidates for the study. The
test consisted of (25 listening comprehension, 35 reading comprehension, and 2 types of
writing). 34 participants were selected out of 56, and those were the sample of the study.
The researchers interviewed them and then they were asked to answer the questions in the
essay type form; to ensure they haven’t missed any point in the interview. The results of
the study showed that the students rely on two domains in order to be good language
learners: the first domain in their personality features, which showed that good language
learners tend to be tolerant, responsible of their own learning and mostly perceiving. The
10. second domain was the strategies they used to be good language learners, and here are
some of the strategies:
1. Speaking English with friends.
2. Using monolingual dictionaries.
3. Listening to tapes, news, and stories in English.
4. Being very interested in talking to native speakers whenever possible.
5. Watching films in English.
11. CHAPTER VI
What are the characteristics of good language learners?
After I distributed the questionnaire, that involved Yes/No questions about the learning strategies
that are used by good language learners among the fourth year students of the English
department at AL Quds University, I found very interesting results.
Table 1- reported frequency of cognitive strategy used by students
Name of the
strategy
Yes /No Question
YES
NO
Cognitive Are you in charge of your language learning process? 79.92% 19.98%
Cognitive Do you set goals of what to accomplish every day? 39.96% 59.94%
Cognitive Do you focus for long periods of time during class? 53.28% 46.62%
Cognitive Do you focus on more than one thing during class? 79/92% 19.98%
Cognitive Do you like group discussions and work? 93.24% 6.66%
As demonstrated in Table 1, the sub skills that have the highest percentage in the use
by the students are, taking charge of the language learning process, focusing on more
than one thing at the same time, and liking group discussions. These sub skills are
very important to be successful and good language learners. But being o good
language needs preparing yourself every day for everything that would face you and
especially what would face you in the language learning process, you have to be
ready for any circumstance, but the students of the English department apparently do
12. not set goals for their language learning process, and this will reflect badly on their
language learning and educational process.
Table 2- reported frequency of metacognitive strategy used by
students
Name of the
strategy
Yes/ No Question
YES
NO
Metacognitive Do you quiz yourself in order to see if you
have understood particular thing in your
courses?
59.94% 39.96%
Metacognitive Do you evaluate yourself from time to time, in
order to see if you have achieved your goal that
you have been seeking?
46.62% 53.28%
Metacognitive While you are reading or studying, do you
question yourself?
59.94% 39.96%
Metacognitive Do you underline the key words when you
read?
79.92% 19.98%
Metacognitive Do you list some ideas related to what you
read?
86.58% 13.32%
Metacognitive If you didn’t understand a certain thing while
studying alone, do you go and search it on your
own?
86.58% 13.32%
13. According to Table 2, the most skills used by students as metacognitive skills and
strategies are, underlining the key words when they read, listing ideas related to what
they have been reading, and searching alone for the meaning of ambiguous and
unclear words in a text. Students also quiz themselves and ask themselves questions
in order to see if they have understood what they have been reading. The least skill
used by the students is evaluating themselves in order to see if they have achieved the
goals they have set in their learning process.
Table 3- reported frequency the use of Affective strategies by
students
Name of the
strategy
Yes/No Question
YES
NO
Affective Are you afraid from asking the teacher any
question about anything you didn’t understand
during class?
6.66% 93.24%
Affective Can you remember things that were told without
taking notes?
79.92% 19.98%
Affective Do you think making mistakes is a negative
thing for the learning process?
0% 100%
Affective Do you read English books? (Novels, short
stories, history books, cultural books).
73.26% 26.64%
Affective Do you like writing courses? 73.26% 26.64%
Affective Do you like to go through outclass discussions? 73.26% 26.64%
14. Affective Do you try to understand every word in a text? 33.3% 66.6%
Affective Do you like to give presentations in classes? 66.6% 33.3%
Affective Do you repeat words to yourself out loud? 66.6% 33.3%
Affective Do you take notes during classes? 79.92% 19.98%