This study aims to rank types of English language learning strategies that are used by Iranian female university level learners of English language as a university major. The results show that except the Metacognitive Strategies category, the mean score for each of the five categories fell in the range of medium strategy use.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The role of personality traits in the choice and use of the compensation cate...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction choice and use of the Compensatory English Language Learning Strategies (CELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Compensatory English Language Learning Strategies based on Compensation category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, volunteered to participate in this study. The intact classes were chosen. The results show that however, there is a significant relationship between each of three traits of personality and the choice and use of the cells, but personality traits cannot be a strong predictor to predict the choice and use of the CELLSs.
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study is the psychological reliability, its’ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
Teacher’s directive utterances in english classesAlexander Decker
This document summarizes a research study on teachers' use of directive utterances in English classes in senior high schools in Surakarta, Indonesia. The study aimed to describe the variability of directive utterances used by teachers, the reasons for using different types, and how politeness principles were implemented. Data was collected through observation of 15 English classes and interviews with 11 teacher informants. The findings were that teachers used a variety of linguistic forms and illocutionary forces of directive utterances to respect students, facilitate learning, assure quality and authority. Politeness principles were realized through offers, invitations, compliments, praise, solidarity expressions and friendly addresses. The research provides insight into teachers' professional, pedagogical,
An Evaluation of the New Interchange SeriesAJHSSR Journal
ABSTRACT: In language teaching and learning, textbooks can play a very important role. As Riazi (2002)
stated,textbooks are the second effective factor in every classroom after the teacher. Therefore, choosing an
appropriate textbook for a class has been one of the most essential tasks for teachers and curriculum planners.
Thus, it is clear that evaluating a textbook is of great importance in order to achieve the desired objectives.In
this paper, Littlejohn‟s framework (1998) is employed in this attempt with the aim of evaluating the New
Interchange Serieswritten by Richards, Hull and Proctor (2006). This framework evaluates theselected textbook
regardless of how it is used in the classroom. In sum, the analysis indicated that the New Interchange
Seriesdon‟temploy learners or the teachers as a source for its content; rather, they pay attention mainly on pair
works and meaning. They also encourage students to use the language, andmore importantly they usually
require them to talk and discuss rather than to be a listener.However, there were some parts, including
retrieving, repetition and written extended discourse, that need to be taken into better consideration.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The role of personality traits in the choice and use of the compensation cate...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction choice and use of the Compensatory English Language Learning Strategies (CELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Compensatory English Language Learning Strategies based on Compensation category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, volunteered to participate in this study. The intact classes were chosen. The results show that however, there is a significant relationship between each of three traits of personality and the choice and use of the cells, but personality traits cannot be a strong predictor to predict the choice and use of the CELLSs.
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study is the psychological reliability, its’ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
Teacher’s directive utterances in english classesAlexander Decker
This document summarizes a research study on teachers' use of directive utterances in English classes in senior high schools in Surakarta, Indonesia. The study aimed to describe the variability of directive utterances used by teachers, the reasons for using different types, and how politeness principles were implemented. Data was collected through observation of 15 English classes and interviews with 11 teacher informants. The findings were that teachers used a variety of linguistic forms and illocutionary forces of directive utterances to respect students, facilitate learning, assure quality and authority. Politeness principles were realized through offers, invitations, compliments, praise, solidarity expressions and friendly addresses. The research provides insight into teachers' professional, pedagogical,
An Evaluation of the New Interchange SeriesAJHSSR Journal
ABSTRACT: In language teaching and learning, textbooks can play a very important role. As Riazi (2002)
stated,textbooks are the second effective factor in every classroom after the teacher. Therefore, choosing an
appropriate textbook for a class has been one of the most essential tasks for teachers and curriculum planners.
Thus, it is clear that evaluating a textbook is of great importance in order to achieve the desired objectives.In
this paper, Littlejohn‟s framework (1998) is employed in this attempt with the aim of evaluating the New
Interchange Serieswritten by Richards, Hull and Proctor (2006). This framework evaluates theselected textbook
regardless of how it is used in the classroom. In sum, the analysis indicated that the New Interchange
Seriesdon‟temploy learners or the teachers as a source for its content; rather, they pay attention mainly on pair
works and meaning. They also encourage students to use the language, andmore importantly they usually
require them to talk and discuss rather than to be a listener.However, there were some parts, including
retrieving, repetition and written extended discourse, that need to be taken into better consideration.
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A survey was administered to 340 students total, with 170 students from each country. The survey found that both Pakistani and Indonesian students experience anxiety related to English language learning. Male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study suggests collective efforts from teachers and students could help reduce language learning anxiety.
Comparative study of the pakistani and indonesian student’s anxiety towards t...Sam Rany
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A sample of 340 students (170 from each country) completed the Foreign Language Classroom Anxiety Scale. The results showed that both Pakistani and Indonesian students experienced anxiety related to English language learning. Specifically, male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study concluded that collective efforts from teachers and students could help reduce English language learning anxiety.
This document outlines a research study that will examine the correlation between vocabulary mastery and reading comprehension among second year students at SMA NEGERI 1 RILAU ALE’ KAB. BULUKUMBA in Indonesia. The study aims to test the hypothesis that there is a significant correlation between students' vocabulary knowledge and their ability to understand written texts. It will use a correlational research design and collect data through multiple choice vocabulary and reading comprehension tests administered to a sample of students selected through simple random sampling. Statistical analysis using correlation methods and SPSS software will then determine if a relationship exists between students' vocabulary mastery and their reading comprehension. The results could provide useful information about how vocabulary achievement impacts reading performance.
Study of Myanmar Language Research and Its Impactijtsrd
This document summarizes a research paper that studied the amount of research conducted on the Myanmar language. It found that while there has been considerable research on natural language processing aspects, there has been very limited research directly studying the Myanmar language itself. Some key areas that could benefit from more research include the impact of the Myanmar language on teaching/learning, skill development, and attitudes. The document recommends that more focused research is needed to make Myanmar language research more impactful and help enrich the language.
A study of the role of rote learning in vocabulary learningiqbal vidianto
This study investigated the role of rote learning (RL) in vocabulary learning strategies (VLSs) of Burmese English as a foreign language (EFL) students. The researchers collected data through questionnaires with 100 Burmese EFL students and interviews with teachers. The results showed that RL strategies were used more than other memory strategies by Burmese students, who felt RL was effective not only initially but also at higher stages of English vocabulary learning. Creating mental linkages was also a main strategy used along with RL. The findings suggest RL will continue to be applied by Burmese learners due to cultural/educational background factors, the EFL environment, traditional learning habits, national exam demands, and not exploring
The article analyzes the use of circumlocution strategies among Malaysian ESL learners at intermediate high and intermediate low levels of English proficiency. It finds that high intermediate learners used more types of circumlocution strategies, such as descriptions, references, and examples, compared to low intermediate learners. The study suggests that learners' use of communication strategies may reflect their stage of language acquisition. Teaching circumlocution strategies could help learners compensate for gaps in their linguistic knowledge.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
This document summarizes a study that evaluated the "New Interchange" English textbook series based on feedback from 35 Iranian EFL teachers. The study found that while teachers generally found the series effective and suitable, it also had some weaknesses. Specifically, most teachers had similar positive opinions about the series' effectiveness, but results showed the series has issues that require teacher awareness and consideration. The study aimed to determine the pedagogical value and suitability of the widely-used New Interchange series from the perspective of Iranian EFL instructors.
This study compared the effects of semantically related and unrelated word lists on Iranian EFL learners' short-term and long-term vocabulary recognition and retention. Sixty elementary students were divided into experimental and control groups. The experimental group learned words from semantically related lists while the control group learned from unrelated lists. Immediate and delayed vocabulary tests showed that the control group performed better on the immediate test, while the experimental group performed significantly better on the delayed test. The results suggest that semantically related word lists may facilitate better long-term vocabulary retention compared to unrelated lists.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
A Study of the Influence of Gender on Second Language Acquisition A Field Bas...ijtsrd
Language acquisition has turned out to be a popular field of research. In this field the process of first language acquisition and second language acquisition are studied. Various factors have influenced the process of second language acquisition. The main purpose of the study is to evaluate the influence of gender difference in the process of second language acquisition. Data for this study has been collected through questionnaires and interviews. The sources of data is both primary and secondary. It is a Quantitative Study. The primary source of data has been acquired through questionnaires. The secondary source of data has been acquired from the journals, articles and the other works. The outcome of this study would help in the process of teaching of second languages. It would also help to nullify the effect of gender difference if there has been any in language teaching and learning process. Arnab Sarmah "A Study of the Influence of Gender on Second Language Acquisition (A Field Based Study on the Nepali Language)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30351.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/30351/a-study-of-the-influence-of-gender-on-second-language-acquisition-a-field-based-study-on-the-nepali-language/arnab-sarmah
Relationship between Vocabulary Size and Reading ComprehensionBangkok University
This study investigated the relationship between vocabulary size and reading comprehension ability in 30 Thai first-year university students studying English. The students completed vocabulary level tests assessing knowledge of words at the 2000, 3000 and 5000 frequency levels, as well as a reading comprehension test. Results showed the students' vocabulary size decreased as the word frequency levels increased. Vocabulary size at all three levels had a significant positive correlation with reading comprehension ability, with stronger correlations at higher frequency levels. The findings suggest vocabulary instruction should be a key part of English courses to help students build the vocabulary knowledge needed for effective reading.
The present study was an attempt to see if there is a relationship between the Emotional Intelligence of the teachers and their attitudes toward Code Switching in Iranian EFL classes. Why some teachers use code switching in an EFL class and some others ignore it, is so challenging at the face of any foreign language class. The population in this study comprised of 140 individuals. To determine the sample size of EFL teachers, total numbering and simple random sampling method were used respectively resulting in the selection of 80 English teachers including 40 female and 40 male teachers. The mother tongue of the participants was Turkish/Persian ranging between the ages of 20 and 30.To collect the required data, first, two types of standard questionnaires were given to the participants; one of the questionnaires encompassing questions about code switching and the other one about the emotional intelligence. The reliability of both questionnaires was already established. According to the obtained results by means of SPSS software, it was shown that there was not any correlation between teachers’ emotional intelligence and code-switching and the educational outcome of EFL students in Iranian context. The results of the present study will pave the way for more accurate EFL classroom conduct and also other factors of the related issues in question could be considered by some other researchers.
The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
This annotated bibliography summarizes 10 sources related to reading strategies and comprehension. The sources discuss various strategies like mind mapping, comprehension, metacognitive strategies, and extensive reading and their impact on reading proficiency. Several studies found that reading strategies help improve reading ability, while others identified specific strategies commonly used by students or gaps in teachers' reading instruction. The sources cover topics like strategy use by Iranian, Pakistani, Chinese students and perceptions of Pakistani English teachers.
Language attitudes of iranian junior high school students towards the English...Ehsan Abbaspour
This document summarizes a study that investigated the attitudes of Iranian junior high school students toward learning English. The study surveyed 116 students using a 20-item questionnaire to assess their views on topics like the educational and social role of English in Iran, the social and practical benefits of English proficiency, the impact of English on cultural identity, enjoyment of English, and discomfort with Iranians speaking English. The results showed that both female and male students generally held positive attitudes toward English, though females' attitudes were slightly more favorable. No significant differences were found between genders. The findings indicate Iranian junior high students view English positively and see its importance.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
Anxiety level of indonesian students and its relationship to academic achieve...Alexander Decker
This study examined the relationship between anxiety levels and academic achievement in English among 128 Indonesian university students. It found that students generally experienced high anxiety levels, with means between 2.01-3.00 on a scale. Both male and female students experienced similar anxiety levels that fell in the "oftentimes anxious" range, as did students from urban and rural high schools. There was no significant difference in anxiety levels or academic achievement between gender or school types. Fourteen factors were identified as causes of English language anxiety.
The impact of structure on word meaning and fill in-the-blank tests procedure...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study to investigate the impact of structure knowing on two types of test, i.e. word-meaning test and fill-in-the-blank test, their correlation and procedures on both short-term and long-term retention of vocabulary items. The importance of the present study, to test the condition that learners are not allowed to use guess strategy or randomly answer the tests and they should give reason semantically for their answer, otherwise their answer, even is correct, is not scored. The population for subject recruitment was all undergraduate students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
The impact of personality traits on the affective category of english languag...Dr. Seyed Hossein Fazeli
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A survey was administered to 340 students total, with 170 students from each country. The survey found that both Pakistani and Indonesian students experience anxiety related to English language learning. Male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study suggests collective efforts from teachers and students could help reduce language learning anxiety.
Comparative study of the pakistani and indonesian student’s anxiety towards t...Sam Rany
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A sample of 340 students (170 from each country) completed the Foreign Language Classroom Anxiety Scale. The results showed that both Pakistani and Indonesian students experienced anxiety related to English language learning. Specifically, male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study concluded that collective efforts from teachers and students could help reduce English language learning anxiety.
This document outlines a research study that will examine the correlation between vocabulary mastery and reading comprehension among second year students at SMA NEGERI 1 RILAU ALE’ KAB. BULUKUMBA in Indonesia. The study aims to test the hypothesis that there is a significant correlation between students' vocabulary knowledge and their ability to understand written texts. It will use a correlational research design and collect data through multiple choice vocabulary and reading comprehension tests administered to a sample of students selected through simple random sampling. Statistical analysis using correlation methods and SPSS software will then determine if a relationship exists between students' vocabulary mastery and their reading comprehension. The results could provide useful information about how vocabulary achievement impacts reading performance.
Study of Myanmar Language Research and Its Impactijtsrd
This document summarizes a research paper that studied the amount of research conducted on the Myanmar language. It found that while there has been considerable research on natural language processing aspects, there has been very limited research directly studying the Myanmar language itself. Some key areas that could benefit from more research include the impact of the Myanmar language on teaching/learning, skill development, and attitudes. The document recommends that more focused research is needed to make Myanmar language research more impactful and help enrich the language.
A study of the role of rote learning in vocabulary learningiqbal vidianto
This study investigated the role of rote learning (RL) in vocabulary learning strategies (VLSs) of Burmese English as a foreign language (EFL) students. The researchers collected data through questionnaires with 100 Burmese EFL students and interviews with teachers. The results showed that RL strategies were used more than other memory strategies by Burmese students, who felt RL was effective not only initially but also at higher stages of English vocabulary learning. Creating mental linkages was also a main strategy used along with RL. The findings suggest RL will continue to be applied by Burmese learners due to cultural/educational background factors, the EFL environment, traditional learning habits, national exam demands, and not exploring
The article analyzes the use of circumlocution strategies among Malaysian ESL learners at intermediate high and intermediate low levels of English proficiency. It finds that high intermediate learners used more types of circumlocution strategies, such as descriptions, references, and examples, compared to low intermediate learners. The study suggests that learners' use of communication strategies may reflect their stage of language acquisition. Teaching circumlocution strategies could help learners compensate for gaps in their linguistic knowledge.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
This document summarizes a study that evaluated the "New Interchange" English textbook series based on feedback from 35 Iranian EFL teachers. The study found that while teachers generally found the series effective and suitable, it also had some weaknesses. Specifically, most teachers had similar positive opinions about the series' effectiveness, but results showed the series has issues that require teacher awareness and consideration. The study aimed to determine the pedagogical value and suitability of the widely-used New Interchange series from the perspective of Iranian EFL instructors.
This study compared the effects of semantically related and unrelated word lists on Iranian EFL learners' short-term and long-term vocabulary recognition and retention. Sixty elementary students were divided into experimental and control groups. The experimental group learned words from semantically related lists while the control group learned from unrelated lists. Immediate and delayed vocabulary tests showed that the control group performed better on the immediate test, while the experimental group performed significantly better on the delayed test. The results suggest that semantically related word lists may facilitate better long-term vocabulary retention compared to unrelated lists.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
A Study of the Influence of Gender on Second Language Acquisition A Field Bas...ijtsrd
Language acquisition has turned out to be a popular field of research. In this field the process of first language acquisition and second language acquisition are studied. Various factors have influenced the process of second language acquisition. The main purpose of the study is to evaluate the influence of gender difference in the process of second language acquisition. Data for this study has been collected through questionnaires and interviews. The sources of data is both primary and secondary. It is a Quantitative Study. The primary source of data has been acquired through questionnaires. The secondary source of data has been acquired from the journals, articles and the other works. The outcome of this study would help in the process of teaching of second languages. It would also help to nullify the effect of gender difference if there has been any in language teaching and learning process. Arnab Sarmah "A Study of the Influence of Gender on Second Language Acquisition (A Field Based Study on the Nepali Language)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30351.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/30351/a-study-of-the-influence-of-gender-on-second-language-acquisition-a-field-based-study-on-the-nepali-language/arnab-sarmah
Relationship between Vocabulary Size and Reading ComprehensionBangkok University
This study investigated the relationship between vocabulary size and reading comprehension ability in 30 Thai first-year university students studying English. The students completed vocabulary level tests assessing knowledge of words at the 2000, 3000 and 5000 frequency levels, as well as a reading comprehension test. Results showed the students' vocabulary size decreased as the word frequency levels increased. Vocabulary size at all three levels had a significant positive correlation with reading comprehension ability, with stronger correlations at higher frequency levels. The findings suggest vocabulary instruction should be a key part of English courses to help students build the vocabulary knowledge needed for effective reading.
The present study was an attempt to see if there is a relationship between the Emotional Intelligence of the teachers and their attitudes toward Code Switching in Iranian EFL classes. Why some teachers use code switching in an EFL class and some others ignore it, is so challenging at the face of any foreign language class. The population in this study comprised of 140 individuals. To determine the sample size of EFL teachers, total numbering and simple random sampling method were used respectively resulting in the selection of 80 English teachers including 40 female and 40 male teachers. The mother tongue of the participants was Turkish/Persian ranging between the ages of 20 and 30.To collect the required data, first, two types of standard questionnaires were given to the participants; one of the questionnaires encompassing questions about code switching and the other one about the emotional intelligence. The reliability of both questionnaires was already established. According to the obtained results by means of SPSS software, it was shown that there was not any correlation between teachers’ emotional intelligence and code-switching and the educational outcome of EFL students in Iranian context. The results of the present study will pave the way for more accurate EFL classroom conduct and also other factors of the related issues in question could be considered by some other researchers.
The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
This annotated bibliography summarizes 10 sources related to reading strategies and comprehension. The sources discuss various strategies like mind mapping, comprehension, metacognitive strategies, and extensive reading and their impact on reading proficiency. Several studies found that reading strategies help improve reading ability, while others identified specific strategies commonly used by students or gaps in teachers' reading instruction. The sources cover topics like strategy use by Iranian, Pakistani, Chinese students and perceptions of Pakistani English teachers.
Language attitudes of iranian junior high school students towards the English...Ehsan Abbaspour
This document summarizes a study that investigated the attitudes of Iranian junior high school students toward learning English. The study surveyed 116 students using a 20-item questionnaire to assess their views on topics like the educational and social role of English in Iran, the social and practical benefits of English proficiency, the impact of English on cultural identity, enjoyment of English, and discomfort with Iranians speaking English. The results showed that both female and male students generally held positive attitudes toward English, though females' attitudes were slightly more favorable. No significant differences were found between genders. The findings indicate Iranian junior high students view English positively and see its importance.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
Anxiety level of indonesian students and its relationship to academic achieve...Alexander Decker
This study examined the relationship between anxiety levels and academic achievement in English among 128 Indonesian university students. It found that students generally experienced high anxiety levels, with means between 2.01-3.00 on a scale. Both male and female students experienced similar anxiety levels that fell in the "oftentimes anxious" range, as did students from urban and rural high schools. There was no significant difference in anxiety levels or academic achievement between gender or school types. Fourteen factors were identified as causes of English language anxiety.
The impact of structure on word meaning and fill in-the-blank tests procedure...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study to investigate the impact of structure knowing on two types of test, i.e. word-meaning test and fill-in-the-blank test, their correlation and procedures on both short-term and long-term retention of vocabulary items. The importance of the present study, to test the condition that learners are not allowed to use guess strategy or randomly answer the tests and they should give reason semantically for their answer, otherwise their answer, even is correct, is not scored. The population for subject recruitment was all undergraduate students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
The impact of personality traits on the affective category of english languag...Dr. Seyed Hossein Fazeli
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.
Personality traits as predictors of the social english language learning stra...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the SELLSs.
The overall relationships between the use of english language learning strate...Dr. Seyed Hossein Fazeli
This study explored relationships between English language learning strategies and personality traits among 213 female university students in Iran studying English. Questionnaires were used to measure strategy use, personality traits, English proficiency, and background. Results showed both positive and negative correlations between strategy use and certain personality traits. Metacognitive strategies were most frequently used. Neuroticism correlated negatively with memory strategy use, while extraversion, openness, conscientiousness correlated positively with various strategies. Overall some relationships were found between personality and strategy use.
5 factors affecting language learning strategiesMaryamHitGirl
This document discusses factors that influence language learning strategies. It analyzes motivation, gender, experiences studying abroad, aptitude, and psychological/personality traits. The document reviews several studies that found females tend to use more memory and metacognitive strategies than males. Studying abroad was found to influence students' thinking and learning. Aptitude and personality were also deemed important factors as successful language learners have different strengths. The document concludes that determination, stable emotion, and strong mind control are needed to learn a new language.
Does applying vocabulary learning strategies vary based on gender the case of...Alexander Decker
1. The document examines differences in vocabulary learning strategies used by male and female Turkish EFL learners.
2. It analyzes data from a study that assessed the frequency of 44 vocabulary learning strategies, including psycholinguistic and metacognitive strategies, among undergraduate students.
3. The findings showed that female respondents reported slightly higher use of psycholinguistic strategies, metacognitive strategies, and overall strategy use compared to male respondents.
Language learning strategy use and reading achievementmizzyatie14
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.
Five factors that affect language learning strategy usage are identified:
1. Gender - Females tend to use cognitive, metacognitive, and social strategies more than males.
2. Learning experiences - Students with additional English study experiences use cognitive and metacognitive strategies more.
3. Learning style - An individual's background and learning style influence their choice of strategies.
4. Motivation - Motivation directly impacts how often, how much, and how well students use language learning strategies.
5. Proficiency - More proficient learners use strategies more frequently than elementary learners.
The exploring nature of language learning strategies (ll ss) and their relati...Dr. Seyed Hossein Fazeli
This document summarizes research on language learning strategies and their relationship to various variables, with a focus on personality traits. It provides an overview of the literature on language learning strategies, noting they can be taught to learners and are influenced by factors like proficiency, culture, and personality. The document indicates that while research has found links between certain personality traits and language learning, the results are mixed. It concludes that more research is needed on the role of individual differences and personality traits in language learning strategy use.
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
The psychometric analysis of the persian version of the strategy inventory fo...Dr. Seyed Hossein Fazeli
This document summarizes a study that analyzed the psychometric qualities of the Persian version of the Strategy Inventory for Language Learning (SILL). The SILL was translated into Persian and administered along with a background questionnaire and English proficiency test to 213 Iranian university students studying English. Statistical analyses found the Persian SILL to be valid and reliable for measuring language learning strategies in Persian, consistent with previous validations of the SILL in other languages.
GE6533 – Factors That Affect LLS (Gurmin P66326)Gurmin Hans
There are several factors that affect language learning strategies:
1. Affective variables like motivation - highly motivated students use strategies more often. Integrative and instrumental motivation influence strategy choice.
2. Proficiency level - higher proficiency students use a wider range and more frequently. Effective learners use more strategies.
3. Gender - some studies found females use more strategies while others found no difference or males using more.
4. Learning experiences - experienced learners use strategies more effectively, but time studying a language did not necessarily increase strategy use.
5. Learning styles - students with different perceptual styles showed differences in strategy use.
Teachers in India use eclectic approaches to teaching English, drawing on methods like narratives, chalk and talk, and following textbook units. However, they feel constrained by large class sizes, limited resources, and an emphasis on frequent testing. While teachers recognize the value of interactive and communicative activities, tests push them to prioritize content coverage over developing skills. The study suggests separating methods from activities and lessening test-focused washback to give teachers more freedom in their approaches.
Factors that Affects Language Learning StrategiesPN Ida Mohd Isa
The content of the presentation will give you information on the factors that affect the choice of language learning strategies among learners. The literature reviews are from various studies by prominent researchers.
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
5 factors affecting language learning strategiesnurizdihar
This document discusses 5 factors that affect language learning strategies: gender, background of parents, motivation, experiences studying English, and learning style. Several studies are cited that found gender differences in strategy use, with females using some strategies more than males. Students with highly educated parents used more strategies than those with less educated parents. Motivation directly impacts strategy use, input, achievement, and maintaining skills. Experience studying English, such as time abroad or at a language center, was found to increase use of cognitive and metacognitive strategies. An individual's background and learning style also influence their choice of language learning strategies.
The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies a learner employs. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies students employ. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
The purpose of this study is to determine if there were relationships among learning style
preference, gender and English language performance of EFL Libyan secondary school students
in Malaysia. Specifically, the study was guided by three research questions focused on Libyan
student’s level of performance in EFL class in Malaysia, their learning styles and gender, and the
relationship between students’ learning styles and their English language performance. There has
been a limited number of studies on Libyan secondary schools’ student studying in Malaysia.
This study was a correlational study involving 108 Libyan secondary school students in Malaysia.
Data was analysed using the statistical package for Social Science (SPSS, version 20.0). The
results showed that most learners who participated in this study had a medium proficiency level
in the English language and majority of the Libyan students preferred independent learning style.
It was found that there was a difference in the learning styles preferred by female and male
secondary school students. The study also revealed that there was no significant relationship
between students’ overall learning styles and their English language performance and.
Recommendations were offered. Future researches could use more than one school to obtain
accurate results and could also focus on gender biases.
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The use and ranking of different english language learning strategies by english major iranian female university level learners
1. LANGUAGE IN INDIA
Strength for Today and Bright Hope for Tomorrow
Volume 12 : 3 March 2012
ISSN 1930-2940
Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
Sam Mohanlal, Ph.D.
B. A. Sharada, Ph.D.
A. R. Fatihi, Ph.D.
Lakhan Gusain, Ph.D.
Jennifer Marie Bayer, Ph.D.
S. M. Ravichandran, Ph.D.
G. Baskaran, Ph.D.
L. Ramamoorthy, Ph.D.
The Use and Ranking of Different English Language
Learning Strategies by English Major Iranian
Female University Level Learners
Seyed Hossein Fazeli, M.A.
=============================================
Abstract
This study aims to rank types of English language learning strategies that
are used by Iranian female university level learners of English language as
a university major. The results show that except the Metacognitive
Strategies category, the mean score for each of the five categories fell in
the range of medium strategy use.
Language in India www.languageinindia.com
12 : 3 March 2012
Seyed Hossein Fazeli, M.A.
The Use and Ranking of Different English Language Learning Strategies by
English Major Iranian Female University Level Learners 153
2. Key terms: English Language Learning Strategies, English Learning,
Female Learners of English
1. Introduction
In the last three decades or so, an important shift has taken place in
the field of second/foreign language learning, and researchers have
focused mainly on learner’s individual factors. It might be appropriate to
refer to Wenden (1985) who reminds us a proverb which states “Give a
man a fish and he eats for a day. Teach him how to fish and he eats for a
lifetime”. This proverb tells us that if learners are taught strategies of
language learning to work out, they will be empowered to manage their
own learning. In this way Ellis (1985) also claims that native language
speakers use the same strategy types as learners of second/foreign
language use. In addition, Chamot, Barnhardt, El-Dinnary and Rubbins
(1999) point out that “Differences between more effective learners and
less effective learners were found in the number and range of strategies
used” (p.166). Therefore, the importance of encouraging using Language
Learning Strategies (LLs) is undeniable. Moreover, even researchers (e.g.
Oxford, 1990; Ellis & Sinclair, 1989) support the belief that learners who
receive learner training, generally learn better than those who do not. The
researcher aims to investigate regarding English Language Learning
Strategies (ELLSs) among the students of English as university major to
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3. find how much the university students of English use such strategies. The
reason that why the research focuses on female only, to avoid the
influence of gender on type of research (Ehraman & Oxford, 1989; Green
& Oxford, 1995; Oxford & Nyikos, 1989).
2. Review of the Literature
As Oxford (1990) points out how Language Learning
Strategies(LLSs) are important in both theoretical and practical aspects of
language learning for language learners; since the publication of seminal
works “What good learners can teach us” (Rubin, 1975) and “What can
we learn from good learners” (Stern, 1975), there have done much
valuable works in the field of LLSs . In such case, building on the
previous work, the investigator aims to add earlier research.
To our knowledge, a review of the relevant literature considering
LLSs shows after decades of research in the related field, LLSs have
received considerable attention in the literature. The researchers came to
conclusion that vast number of strategies has been reported to be used by
language learners (Cohen,1990) through various used methods such as
survey tools and written questionnaire (Gu & Johnson,1996; Fan,2003),
interview (Gu,2003; Parks & Raymond,2004), think-aloud or verbal
reports (Goh,1998; Nassaji,2003), diaries or dialogue journal (Carson &
Longhini,2002), recollective narratives (Oxford, Lavine, Felkins,
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4. Hollaway & Saleh, 1996). Such measurements are used in the single form
of method (separately) or as component methods (single set of methods)
based on nature and goals of research works.
Related literature of LLSs includes explanations of some
interesting patterns regarding LLSs, such as Marti'nez (1996) argues some
features of LLSs which are inferred from the literature: a)They play
important role to facilitate language learning; b)Learners may use LLSs as
problem-solving mechanisms to deal with the process of second/foreign
language learning.
Since 1975s, dozens of studies have contributed to our
understanding of strategies used by ESL (English as a Second
Language)/EFL (English as a Foreign Language) learners at the level of
adults. Such studies show that in order to affect changes in perceptions of
learners’ role in learning process, we need to discover more about what
learners do to learn successfully. Moreover, such studies show that the
best way of going about teaching strategies remain a subject of much
debate right up to the present (Brown, 2001) because of use of LLSs is
influenced by number of factors (Oxford, 1990), and the frequency and
variety of LLSs vary among different individuals and depend on a number
of variables (Chamot & Kupper, 1989). In addition, research shows that
students differ considerably in the use of LLSs (O'Malley & Chamot,
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5. 1990; Oxford & Cohen, 1992). Although attitudes, sex, ethnicity, and the
other factors have received lesser emphasis in the recent studies of LLSs
(Oxford & Cohen, 1992).
3. Methodology
3.1 Participants
The sample drawn from the population must be representative so
as to allow the researchers to make inferences or generalization from
sample statistics to population (Maleske, 1995). A total of two hundred
and thirteen Iranian female university level learners of English language as
a university major at the Islamic Azad University Branches of three cities
which named Abadan, Dezful, and Masjed-Solyman in Khuzestan
province in south of Iran, were asked to participate in this research work.
The intact classes that were chosen.
The chosen participants for this study were female students studying
in third grade (year) of English major of B.A. degree, ranging in age from
19 to 28(Mean= 23.4, SD= 2).Their mother tongue was Persian (Farsi)
which is the official language of Iran, according to Act 15 of the Iranian
constitution.
3.2 Instrumentation in the Current Study
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6. Three instruments were used to gather data in the current study. They
were:
3.2.1 Strategy Inventory for Language Learning (SILL)
The Strategy Inventory for Language Learning(SILL) of Rebecca
L. Oxford (1990) is a kind of self-report questionnaire that has been used
extensively by researchers in many countries, and its reliability has been
checked in multiple ways, and has been reported as high validity,
reliability and utility(Oxford, 1996). In addition, factor analysis of SILL is
confirmed by many studies (Hsiao & Oxford, 2002; Oxford, 1996; Oxford
& Burry-Stock, 1995).In this way, as Ellis (1994) believes Oxford’s
taxonomy is possibly the most comprehensive currently available. Several
empirical studies have been found moderate intercorrelation between the
items of six categories in SILL (Oxford & Ehrman, 1995).
The SILL includes Memory Strategies (9 items), Cognitive
Strategies (14 items), Compensation Strategies (6 items), Metacognitive
Strategies (9 items), Affective Strategies (6 items), and Social Strategies
(6 items).
The original inventory includes 50 items, but the adapted version
includes 49 items which adapted for the current study. In adapted version
of SILL, one item was taken out. The item was deleted based on the
feedback from participants in the pilot study. Revision in part of Cognitive
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7. Strategies includes deletion of item number 22 “I try not to translate word
for word”.
3.2.2 Test of English as a Foreign Language (TOEFL)
Because of the nature of this work (regarding the use of English
LLSs), TOEFL(Structure and Written Expression, and Reading
Comprehension parts) as a general English proficiency test was used for
determining the proficiency level of participants in English in order to
minimize the effect of English language proficiency. The participant
whom were classified as intermediate subjects, were asked to participate
in the current study.
3.2.3 A Background Questionnaire
The socio-economic status of participants, such as the participants’
social background, and parents’ level education was controlled as well by
a background questionnaire. The middle class students were chosen.
3.3 Pilot Study
The sample for the pilot study was selected so as it represents the
entire sample for participants whom asked to participate in the main study.
Since sample size in pilot study ranges from 20 to bigger of 65
(Hinkin,1998), thirty nine female students university level learners of
English language as a university major at Islamic Azad University
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8. Branches of three cities, namely, Abadan, Dezful, and Masjed-Solyman
were asked to participate in the pilot study.
3.4 Reliability of the Instruments
Since Cronbach's alpha is one of the standard ways of expressing a
test’s reliability (Foster, 1998); and its coefficient is commonly used to
describe the reliability factors of multi-point formatted questionnaires or
scales; in such way, the reliabilities of our experimental measures were
assessed by calculating Cronbach's alpha over the items of the two
instruments across all the participants in the current study which were
found .89 for SILL, and .80 for TOEFL. The reliability coefficient
indicated the degree to which the results on a scale can be considered
internally consistent, or reliable (De Vellis, 2003; Nunnally & Bernstein,
1994). Such finding of reliabilities for the two instruments confirms the
finding of reliabilities in the pilot study.
3.5 Method of Data Collection
The study was done at each branch of the Islamic Azad University
in two stages (in two sessions during two weeks). Before the study
commenced, all the participants were informed of the objectives of the
study. The participants were given TOEFL in the first stage (the first
session in the first week), then the adapted version of SILL alongside
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9. Background Questionnaire in the second stage (the second session in the
following week).
3.6 Data Analysis
After data collection, the data was entered onto
databases (Excel and SPSS) to enable data analysis to be carried
out.
4. Results and Discussion
The means were calculated in order to determine the reported
frequency of strategy use among the total group of the respondents
(N=213). In reporting the frequency use of LLSs, Oxford’s key (1990)
was used to understand mean scores on SILL in the current study:
In the entire sample, except the Metacognitive Strategies category,
the mean score for each of the five categories fell in the range of medium
strategy use. The strategies in the Metacognitive category were the most
frequently used, with a mean of 3.7 (SD=.64). The mean use of strategies
in the other five categories were 3.2 (SD=.63) for Compensation
Strategies, 3.1 (SD=.69) for Affective Strategies, 3.1 (SD=.79) for Social
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10. Strategies, 3.0 (SD=.59) for Memory Strategies, and 3.0 (SD=.52) for
Cognitive Strategies. Mean of the overall strategy use was 3.2 (SD=.45),
which categorized as a medium level. Except the Metacognitive category,
there was not much difference in the mean scores of strategy use among
the other five categories.
The researcher identified the High frequently used strategy items
in the current study that were included from sixteen strategy items. The
strategies covered strategies from the six categories. The numbers of
strategy items were six strategy items from the Metacognitive Strategies
category, three strategy items from the Cognitive Strategies category, two
strategy items from the Affective Strategies category, two strategy items
from the Compensation Strategies category, two strategy items from the
Memory Strategies category, and one strategy item from the Social
Strategies category. The most interesting finding was that from the sixteen
High frequently used strategy items, six of them were from the
Metacognitive Strategies category, and the maximum mean in this level of
use belonged to the Metacognitive Strategies category.
The researcher identified the Medium frequently used strategy
items in the current study that were included from thirty strategy items.
The strategies covered strategies from the six categories. The numbers of
strategy items were nine strategy items from the Cognitive Strategies
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11. category, seven strategy items from the Memory Strategies category, five
strategy items from the Social Strategies category, three strategy items
from the Affective Strategies category, three strategy items from the
Compensation Strategies category, and three strategy items from the
Metacognitive Strategies category. The most interesting finding was that
from thirty Medium frequently used strategy items, nine of them were
from the Cognitive Strategies category, and the maximum means in this
level of use belonged to the Cognitive, Affective, and Metacognitive
Strategies categories.
The researcher identified the Low frequently used strategy items in
the current study that were included from three strategy items. The
strategies covered strategies from three categories. The numbers of
strategy items were one strategy item from the Compensation Strategies
category, one strategy item from the Cognitive Strategies category, and
one strategy item from the Affective Strategies category. The minimum
mean in this level of use belonged to the Affective Strategies category.
5. Limitations of the Current Study
Generally speaking, there are some difficulties inherent in
endeavor to conduct any research work on the learners of a second/foreign
language. Similarly, the present study due to using Ex Post facto type of
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12. research has certain limitations that must be taken in mind which
interpretation of the results.
Moreover, since all the education quasi-research deals with living
human beings occur out of laboratory conditions have limitations (Gall,
Gall & Borg, 2003). Like any study, the current study has a number of
limitations. The limitations in this study include limitations that are related
to questionnaires, English proficiency test, statistical method, large of
sample, type of research, comprehensive operational definitions,
environment, and culture.
=====================================================
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====================================================
Seyed Hossein Fazeli, M.A.
Department of English Language Teaching
Abadan Branch, Islamic Azad University
Iran
fazeli78@yahoo.com
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English Major Iranian Female University Level Learners 169