scholarly journals Effects and Impact of Extensive Reading in Japanese University English for General Purpose Classes

2018 ◽  
pp. 3-10
Author(s):  
Shinobu Nakamura
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Reading Fluency ◽  
Learning Strategy ◽  
Reading Speed ◽  
Reading Program ◽  
General Purpose ◽  
Extensive Reading ◽  
Japanese University ◽  
Positive Effects

Extensive reading is one of the language learning strategies (LLS) that has proved to have positive effects on students’ English ability such as improving their reading speed, reading fluency, and grammatical accuracy. A recent study on extensive reading at a Japanese university assigned students 45 minutes to read graded readers (GR). Unfortunately, most Japanese university English for General Purpose (EGP) courses only meet once a week for 90 minutes. This study looks at ways to implement extensive reading in a typical 90-minute EGP class, and examines the extent out of class extensive reading assignment affects students’ reading and listening skills. 43 non-English major university freshman students in EGP course were assigned GR in their free time over a semester. Their improvement of listening and reading skills was measured based on the two TOEIC mock tests at the beginning of the semester and the at the end of the semester. Though the results were not significant, this study led to some insights into the parameters of an effective extended reading program including intensity, frequency and duration. この研究では2016年9月から1月にかけて４ヶ月間行われた授業外多読課題とその効果についての報告をする。多読は英語教育界では英語力を確実に伸ばす言語学習ストラテジー(Language Learning Strategy)として英語教育者及び研究者に広く認知されている。日本の大学の一般教養としての英語(English for General Purposes)の授業で多読を取り入れた成功例として西澤(2012)が週１回、授業内で４５分間の多読を４年間続けた研究がある。ところが、日本の多くの大学での一般教養としての英語の授業は週１回、９０分を３０回が主流であり、授業時間を多読に費やすことが難しい状況である。そこで多読を授業外課題として２週間に１回課し、その効果を2016年後期の初めと終わりでTOEIC形式の短いテストを使って測った。２週に１冊を１５週間続ける多読では英語力（リーディング、リスニング）には明確な効果は出なかった。しかし、授業外多読が成果を出すために必要な期間、頻度、１回の多読の時間についての実証実験が今後の課題であるという気づきを得ることができた。

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

scholarly journals Effective Strategies on Learning Arabic for Children

ALSINATUNA ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 68
Author(s):  
SOKIP
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Research Method ◽  
Learning Strategy ◽  
Existing Problems ◽  
Effective Strategies ◽  
Library Research ◽  
Literary Sources ◽  
Selection Of

Arabic learning can take place at various ages of either children, adolescents or adults. Learning Arabic is something needed for especially Muslim because it is important in Muslim life. This paper will explain about the Arabic learning strategy for children. This is important to discuss because children need special strategies in learning for their ages. In collecting information, the writer uses library research method, which is done by comparing several literary sources, especially those that are the main source of discussion to discuss about the existing problems. Then, as the result, language learning is a help to determine how, and how well, learners learn a foreign language. There are many variations on learning strategy. Arabic learning strategies for children include playing, singing, telling stories, projects, demonstration, and conversation. By using the suitable and fun strategy, children can develop their potential well and effectively. The selection of learning strategies depends on children’s ages and characteristics.  

scholarly journals The Influence of Student’s Language Learning Strategies Used towards Their Achievement in Structure IV

2018 ◽  
Vol 2 (2) ◽  
pp. 257
Author(s):  
Dwiniasih Dwiniasih
Keyword(s):  
Linear Regression ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Metacognitive Strategy ◽  
Simple Linear Regression ◽  
Language Learning Strategies ◽  
Descriptive Method

This study was aimed to know the influence of student’s language learningstrategies used towards their achievement in structure IV and the most strategy used. It is done in responding the fact, most of the students do not aware of their learning strategies. It makes them difficult understanding the knowledge transferred. By using descriptive method, this study used document test and SILL questionnaire as the instrument of the data. Meanwhile, in analyzing the data collected, the writer used SPSS simple linear regression (Muijs.200:143). The result of the study showed the influence of L2 student’s strategies is significantly weak towards their achievement in structure IV. While the most strategies used was metacognitive strategy. It is because so many factors influence student’s achievement, such as student’s ability, learning style, and teacher’s methodology used. Therefore, it is teacher’s task to motivate students aware of learning strategy used, so they could get well understanding.

scholarly journals Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab

2020 ◽  
Vol 1 (1) ◽  
pp. 49-64
Author(s):  
Damar Gemilang ◽  
Hastuti Listiana
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Arabic Language ◽  
Social Strategies ◽  
Library Studies ◽  
The Media ◽  
The Right ◽  
Learning Types

This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.

scholarly journals Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students

2018 ◽  
Vol 9 (4) ◽  
pp. 59
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Proficiency Level ◽  
Learning Strategy Use

To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males). The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students.

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

Discovering Students’ Strategies in Learning English Online

2021 ◽  
Vol 17 (1) ◽  
pp. 261
Author(s):  
Norhajawati Abdul Halim ◽  
Kamisah Ariffin ◽  
Norizul Azida Darus
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Learning Performance ◽  
Metacognitive Skills ◽  
Face To Face Learning ◽  
And Performance ◽  
Learning English

Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students’ strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students’ strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online.   Keywords: E-learners, Learning strategies, Online learning, Performance

Facebook Discussion to Enhance English Learners' Metacognitive Strategies

2017 ◽  
pp. 132-152
Author(s):  
Pei-Ling Yang
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Learning Strategy ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Research Fields ◽  
Positive Attitudes ◽  
College Learners

The present study aims to investigate the effect of Facebook discussion on EFL learners' metacognitive strategy application. Various language learning strategies suggested in many studies have a positive and significant influence on learners' academic accomplishment. However, there is little research on how to promote the learners' learning strategy applications through the assistance of social networking. Social networking has been drawing huge attention in different research fields. Especially in higher education, it has been applied to promote learning, interaction, and engagement. Thus, in this study, 83 EFL college learners are recruited to participate in the Facebook discussion for the purpose of examining whether learning contexts would have an influence on learners' strategy applications, especially the metacognitive strategies. After a semester's study, the participants in the Facebook discussion group reported to apply more metacognitive strategies and most of them have positive attitudes towards the Facebook-assisted discussion.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

Sign in / Sign up

Export Citation Format

Share Document