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Language learning strategies (LLS) research began in the mid-1970s with the main
idea of individual differences in learning a foreign language focusing primarily on
the characteristics of a good language learner. In the literature review, the use of
LLS has been reported to have a positive influence on proficiency. The goal of this
research is to e...
Contexts in source publication
Context 1
... may be because of the lack of strategic training of the learners. In the category of others (19%), the students gave the following answers (Table 10): Table 10 Strategies which the participants reported using to overcome difficulties (others) The participants of the current study responded positively regarding learning strategies and their use. Due to their lack of strategic training knowledge, some of the participants stated some other generic tactics such as the ones mentioned above in Table 10. ...Context 2
... may be because of the lack of strategic training of the learners. In the category of others (19%), the students gave the following answers (Table 10): Table 10 Strategies which the participants reported using to overcome difficulties (others) The participants of the current study responded positively regarding learning strategies and their use. Due to their lack of strategic training knowledge, some of the participants stated some other generic tactics such as the ones mentioned above in Table 10. ...Context 3
... the category of others (19%), the students gave the following answers (Table 10): Table 10 Strategies which the participants reported using to overcome difficulties (others) The participants of the current study responded positively regarding learning strategies and their use. Due to their lack of strategic training knowledge, some of the participants stated some other generic tactics such as the ones mentioned above in Table 10. Technology plays an important part in learning a foreign language and thus the response of the students practising more from online resources is coherent. ...Context 4
... is also true because of the translation competence, which the Indian students develop due to the multilingual context in which they develop. If Table 10 is observed, one can find that these are some common approaches, which the participants employ in learning Spanish as a foreign language in India. ...Similar publications
Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities (CTA) in the relationship between language learning strategies and the intermediate English as a Foreign Language (EFL) learners’ writing performance. Oxford Placement Test (OPT) was run to homogenize the participants, a...
This study identifies the usage of language learning strategies and stereotypical thoughtson foreign languagesregardinggender and language marks. It is designed in both correlation model and descriptive comparative model. The research sample is composed of 184 preparatory school students studying at a state university. Two questionnaires are used i...
Students can only benefit from teacher feedback if they recognise its value for learning. However, there is still a lack of research to investigate the factors influencing students’ perceptions of the value of teacher feedback in the context of learning English as a foreign language. This study investigated the impacts of two significant individual...
A common phenomenon of continuous innovations in the field of ESL or EFL is learner-centred education. One of these innovations increasingly catching the attention of researchers is Language learning strategies. However, as researchers carry out studies in this area, and as the pool of diverse findings rises, further gaps are opened, calling for re...
Citations
... While the majority of academic literature agrees that students with higher English proficiency, especially English major students, employed a greater number of language-learning strategies (e.g. Pawlak, 2021;Plonsky, 2011;Rao, 2016), other studies have found no relationship between them (Green & Oxford, 1995;Nisbet et al., 2005;Ranjan et al., 2021). Nisbet et al. (2005) specifically pointed out that other variables were likely to mediate the relationship between students' English proficiency and their strategy use. ...
Approaches to learning a second/foreign language can be affected by such individual differences as personality traits, motivational variables, and task difficulty. Personality traits have been proven to influence academic achievement, but their effects on motivation and language learning approaches remain unanswered. The first purpose of the study aims to investigate whether L2 grit predicts university students' learning approaches and how far expectancy of success and task difficulty perception mediate the relationship between L2 grit and the learning approaches. This study also examines the extent to which English proficiency has an indirect effect on the learning approaches. Five hundred eighty-six EFL university students taking English courses in Taiwan participated in the study. The structural model showed that perseverance of effort directly, strongly, and positively predicted deep strategies, and the mediation analysis revealed a partially mediated effect of expectancy of success. By contrast, consistency of interest directly and negatively predicted surface strategies, and the mediation analysis revealed a partially mediated effect of task difficulty perception. Students' English proficiency has an indirect effect on surface strategies through the mediation of expectancy of success.
... Since language learners are not often rote or passive learners when meaningful or good memorization strategy is applied, many researchers find that memorization has positive effects on language learning (Li, 2012;Hashim, 2015). In many studies (Hong-Nam and Leavell, 2007;Sung, 2011;Ranjan et al., 2021), the role that memorization plays in FFL is investigated by using Oxford's Strategy Inventory for Language Learning (SILL) or other questionnaires concerning memorization use. For example, by application of SILL, together with a semi-structured interview, an open-ended questionnaire and the respondents' online interactions in a language task, the study by Shakarami et al. (2011) finds that the Malaysian Net-Generation frequently uses memorization strategy with a proposal to re-conceptualize the notion of memorization strategy in SILL to cope with learner's needs. ...
Memorization strategy as a subset of language learning strategy (LLS) has long been investigated to explain foreign language learners’ learning behaviors and uncover the role that it plays in foreign language learning (FLL). In the past half century, the focus of memorization research in FLL has been shifted from Memorization, Vocabulary Memorization to Text Memorization, which are termed with consideration of the length of language material to memorize. Since memorization strategy use is greatly influenced by varieties of psychological and socio-culture variables, the memorization strategy system becomes more complicated in the process of FLL. The present narrative review attempts to provide an overview of memorization strategy research in the field of FLL by discussing the concepts, categorizations, uses, instructions and influential factors of the three types of memorization strategies. By reviewing the existing studies, this paper proposes that in future research, diversified methods be deployed with the expansion of research perspectives and the enrichment of research topics to reveal the relationship between memorization strategy and FLL more extensively.
... By automating administrative tasks, teachers can dedicate more time to their students to enhance the learning experience (Ranjan et al., 2021). Integrating artificial intelligence and machine learning into education can facilitate the adaptation of learning and enable students to stay current with the latest developments. ...
English is globally recognized as the dominant language for communication, playing a vital role in various fields. With the increasing interconnectivity and automation of the 21st century, the demand for professional English communication skills has risen worldwide. Multimedia learning has become crucial for engaging and motivating learners, aligning with Education 4.0 principles. This study explores the potential of the Education 4.0 tool ELSA (English Language Speech Assistance) app, which utilizes AI and speech recognition to enhance professional English communication skills among Business school students. The research utilized a cross-sectional survey approach with purposive sampling targeting Business school students, with 206 participants. Over a four-week intervention period, the students were guided to explore the ELSA application as per the study plan. After the intervention, the students’ perceptions were gathered and analyzed using the statistical tool SPSS version 21. The study’s novelty lies in combining multimedia learning with the Education 4.0 tool ELSA to enhance Professional English Communication skills. Results indicate that multimedia learning and ELSA significantly improve communication skills, motivation, engagement and learning outcomes. Further research is needed to address limitations and expand these findings.
... Given the importance of the use of social media in the foreign language classroom, there arises a need to explore the attitudes and perceptions of the students towards the use of social media in the Indian context and at the same time examine the differences in the use of social media tools according to the learners' sociodemographic profiles. In India, research in the field of foreign languages has been carried out on different themes including language learning strategies [18,19], foreign language teaching methodology [20], interculturality [21], and the employment of literary text in foreign language classroom [22], among others. Nevertheless, there is a lack of research in the field of social media and its use in a foreign language context in India. ...
Research on the use of social media in the foreign language classroom has increased significantly in the last decade especially during the pandemic due to quarantine and social distancing. The aim of the present research is to examine the learners' perception of the use of social media in learning Spanish as a foreign language in a non-native context. The research was carried out in Indian Higher Education Institutes (HEIs) where Spanish is taught as a foreign language at graduate and undergraduate levels. The objective was to explore the attitudes and perceptions of the students towards the use of social media platforms, in general, and Facebook, in particular, for learning Spanish as a foreign language and examine the differences in its use concerning gender, background and year of study. The research study was developed in the quantitative framework with the participation of 93 university students, and with the use of a comprehensive questionnaire as an instrument. The results showed that the students tend to use social media for enhancing and reinforcing their communication skills and language learning capabilities including reading, writing, and learning new phrases and structures. Moreover, the study also found the benefits of collaborative learning embedded during the use of social media, which helped in improving the learning process sophistically.
... A positive psychological increase in student learning affects student activity in education (Feng et al., 2020). Students who learn with enthusiasm can better design and achieve learning objectives (Almusharraf & Bailey, 2021;Ranjan et al., 2021). Students can understand the teaching delivered by the teacher. ...
The neurolinguistic programming (NLP) approach is being widely applied in learning. However, there are no review articles related to the application of NLP in language learning. This review aims to present a synthesis of literature on the effectiveness of NLP application in language learning in terms of methods, learning aspects, changes in language skills, and student learning psychology. An integrative review was conducted using five databases, namely, EBSCO, Wiley, ProQuest, ScienceDirect, and JSTOR. Keywords were used to search for and collect data in English related to language learning using the NLP approach published from 2011 to 2021. Based on the 15 articles reviewed, the visual, auditory, and kinesthetic (VAK) learning method is most often applied in language learning. Most teachers use NLP in language learning in speaking and writing skills. Applying the NLP method in language learning can improve students’ language skills and change students’ psychological learning in a positive direction
... Further, direct strategies consist of memory, cognitive, compensation, while indirect strategies include metacognitive, affective, and social. Those learning strategies are crucial for language learners as plentiful research has been reported to prove that language learning strategies are also as one of best predictors of learners' language achievements (Bruen, 2017;Habók et al., 2022;Keezhatta, 2020;Nazari & Warty, 2018;Park & Kim, 2017;Ranjan et al., 2021;Suwanarak, 2019). ...
... It was proven and adopted in various research around the world as well (Danko & Dečman, 2019;de Zarobe & Smala, 2020;M. Lestari & Wahyudin, 2020;Nesrine Aoudjit, 2018;Park & Kim, 2017;Ranjan et al., 2021;Saks & Leijen, 2016;Stander, 2020). SILL is a selfreporting questionnaire using 5 Likert scale to assess the learners' language learning strategies consisting of six main categories such as memory, cognitive, compensation, metacognitive, affective, and social strategies. ...
This research aims to analyze the students' language learning strategies (henceforth LLSs) in online CLIL-oriented classroom and to explore the students' suggestions toward their online learning in relation to their LLSs. Through a mixed-method, this research involved nineteen students who were enrolled in the psychology department's "International Class" at an Indonesian private university. Strategy Inventory for Language Learning (SILL) questionnaire was distributed followed by conducting semi-structured interview. The finding revealed that all of the participants utilized all of LLSs such as memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies. Cognitive and metacognitive strategies were considered as the most dominant strategies used during online learning, while affective and social strategies were the least preferable strategies. Based on the student' response, this might be due to the fact that students are fully responsible for managing the overall learning process and evaluating their learning more frequently to achieve the learning goals, including content knowledge and academic language learning, when using online learning modes, either synchronous or asynchronous, Thus, some suggestions were addressed in terms of lecturers' scaffolding, structured pre-class activities and collaborative learning. In conclusion, the students adopted high cognitive and metacognitive strategies followed by compensation strategies and other strategies such as social, memory and affective strategies respectively. Yet,CLIL teachers were also suggested to provide online learning activities which also facilitate social strategies as it was deemed by students to have more active participation in online classes. This provides some insight and pedagogical suggestions how EFL teachers or content teachers to facilitate their students to have more effective learning process based on their learning strategies.
... The theory of human agency has long been recognized in the fields of Psychology and Sociology since the 1980s, yet research examining the roles of learners' agency in English as a foreign language learning is still in its development phase. In a simple term, learners' agency can be perceived synonymously as the actions that are conducted by learners, which are driven by the desires existing within themselves; at this point, agentic language learners commonly appear as active participants in constructing and controlling their own learning (Allwright & Hanks, 2009;Ranjan et al., 2021). Nonetheless, to be able to construct and control their own English learning, learners may need to be aware of and able to effectively exercise the four core properties of human agency involving intentionality, forethought, self-reactiveness/ self-regulation, and selfreflectiveness/ self-efficacy. ...
Human agency theory has been known for more than two decades, but the applications in EFL learning are still insufficiently researched and the roles in enhancing English proficiency are still little explored. This study, thus, examined learners' agency in English learning and investigated the role in English proficiency. Using a quantitative research design, it collected data from 13 non-English disciplines of schools at a university in the south of Thailand. The total number of participants was 389 undergraduate students (22.4% male; 76.9% female; .8% prefer not to say) involving 43.4% 2nd and 56.6% 1st-year students with levels of proficiency ranging from A1 to B1 in the Common European Framework of Reference for Languages (CEFR). The data were analysed by using descriptive statistics, independent t-test, one-way ANOVA, bivariate correlation, multiple linear regression, and mediation analysis. The results indicated a higher level of learners' agency for learning with some variations by year of study and proficiency level. Thai EFL learners' agency for learning had predictive roles on their proficiency, yet no potential mediators were observed.
p>Las estrategias juegan un papel importante en el aprendizaje de una lengua, pero estas tienen mayor efecto cuando son conscientes y son dirigidas a alcanzar objetivos. Este estudio exploratorio se propuso investigar si los estudiantes de inglés utilizan estrategias de aprendizaje con un propósito definido para lograr objetivos. Es decir, si pueden reconocer si saben por qué hacen lo que hacen en términos del aprendizaje del inglés. El estudio se llevó a cabo con 10 mujeres y 7 hombres estudiantes de inglés. El estudio siguió una metodología mixta y se recabaron datos cuantitativos a través de un cuestionario de 42 estrategias y datos cualitativos a través de entrevistas semiestructuradas. Los resultados indicaron que los participantes del estudio hacen uso de estrategias de tres tipos: estrategias con un propósito preciso, estrategias con propósito ambiguo y estrategias con propósito impreciso.
Strategies play an important role in learning a language, but they have a greater effect when they are conscious and directed towards achieving objectives. This exploratory study will be required if English learners use purposeful learning strategies to achieve goals. That is, if they can recognize if they know why they do what they do in terms of learning English. The study was conducted with 10 female and 7 male English learners. The study followed a mixed methodology and collected quantitative data through a questionnaire of 42 strategies and qualitative data through semi-structured interviews. The results indicated that the study participants make use of three types of strategies: strategies with a precise purpose, strategies with an ambiguous purpose, and strategies with an imprecise purpose.
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International communication, commerce, and academia are being dominated by the competency of English language and it offers myriad opportunities on the global stage. Recognising the significance of the English language and the diminishing English language competence in the recent years, this study probes into the factors contributing to English language competency among first-year college students at Bishop Heber College, Trichy. The study aims to identify the relationship of socio-cultural background, prior educational experiences, and awareness on the significance of English language with language incompetency through assessment. This research follows quantitative research methods based on the responses collected through a self-designed questionnaire administered to 100 students. The responses reveal a disturbing trend of low self-consciousness and awareness on the importance of English language, alongside limited exposure and preparation from previous educational backgrounds. The results highlight the need to address certain areas to enhance English language skills and the empowerment of students for academic success and global engagement. Thus, this research aids the students in identifying the cause for the lack of English language competency to move towards success.
Learning foreign languages is more and more necessary both in formal and informal education because of co-operation between countries and trying to understand foreign cultures. It helps to know better the culture of language speakers. Cultural approach teaching foreign language is important getting acquainted the country as a whole. Remote teaching is continuing since beginning of pandemic. Online classes are still organized and study process is gaining new appearance. Changes in the learning process because of remote learning influence both learners and teachers. Foreign language teaching methods are important keeping attention of students and studying in most efficient way. It is possible to offer new educative approaches as technology enhanced learning as one of the possibilities for individual studies. The virtual reality can be used even in foreign language learning -there are some existing programs in virtual reality already. It is very essential that students and teacher study with pleasure and keep that feeling during the process of studies and that improves study results. Qualitative research methods with open-ended questionnaire and content analyses is used. Study design is grounded theory. Research group is 9 adult students who study Swedish the second year.
