Metacognitive Strategy Use: Accessing ESL Learners’ Inner Voices Via Stimulated Recall

2008 ◽  
Vol 2 (3) ◽  
pp. 207
Author(s):  
Wendy Y.K. Lam
Keyword(s):  
Strategy Use ◽  
Metacognitive Strategy ◽  
Stimulated Recall ◽  
Esl Learners ◽  
Inner Voices

scholarly journals SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Lee Pui Weng ◽  
Melor Md Yunus ◽  
Mohamed Amin Bin Embi
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
English As Second Language ◽  
Vocabulary Strategies ◽  
Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed. 

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

2014 ◽  
Vol 85 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Diana Baas ◽  
Jos Castelijns ◽  
Marjan Vermeulen ◽  
Rob Martens ◽  
Mien Segers
Keyword(s):  
Elementary Students ◽  
Assessment For Learning ◽  
Strategy Use ◽  
Metacognitive Strategy

Using stimulated recall to explore the use of communication strategies in English lingua franca interactions

2017 ◽  
Vol 6 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Sara Kennedy
Keyword(s):  
Contextual Factors ◽  
Communication Strategies ◽  
Strategy Use ◽  
Communication Strategy ◽  
Strategy Research ◽  
Lingua Franca ◽  
Successful Communication ◽  
Stimulated Recall ◽  
Shared Goal ◽  
Strategy Types

AbstractIn this study, the communication strategy use of two pairs of English as a lingua franca (ELF) users was explored in relation to two contextual factors, the communicative goal and the ELF users’ thoughts and feelings about the interactions. The ELF users were video-recorded engaging in researcher-designed tasks which required sharing information to achieve a joint goal. Subsequent stimulated recall with individual speakers targeted instances of potential or actual difficulties in understanding. Recordings and transcripts of the paired tasks and stimulated recall were used to identify communication strategies used to address difficulties in understanding. Results showed that overall, 11 different strategy types were seen across both pairs of speakers. However, the pair which achieved the shared goal showed a different pattern of strategy use and of interaction than the pair which did not achieve the shared goal. The two pairs also differed in how they attributed responsibility for successful communication. These findings, discussed in the context of previous ELF communication strategy research, highlight benefits of investigating interlocutors’ contemporaneous thoughts and feelings and the ways in which communication strategies are used during interactions.

Implicit Theory of Writing Ability: Relationship to Metacognitive Strategy Knowledge and Strategy Use in Academic Writing

2016 ◽  
Vol 16 (1) ◽  
pp. 47-63 ◽  
Author(s):  
Yves Karlen ◽  
Miriam Compagnoni
Keyword(s):  
Academic Writing ◽  
Implicit Theories ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
Implicit Theory ◽  
Writing Ability ◽  
Self Regulated Learning ◽  
Frequent Use ◽  
Human Attributes ◽  
The Relationship

Implicit theories about the nature of human attributes as either malleable or fixed influence how people perceive knowledge and approach different tasks. Two studies explored the relationship between implicit theory of writing ability, metacognitive strategy knowledge (MSK), and strategy use in the context of academic writing. The pre-study with N = 51 university students revealed a significant correlation between students’ implicit theories and their MSK. Self-reported quality and diversity of strategy use, assessed by open-ended questions, were not significantly associated with students’ implicit theories. Expanding strategy use measures, study 2 ( N = 133) found significant correlations between a more malleable theory and more frequent use of metacognitive strategies. Confirming the results of the pre-study, the results of study 2 showed that a more malleable theory of writing ability was directly associated with higher MSK. In sum, the results illustrate the importance of linking implicit theories to self-regulated learning.

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