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![Figure 1. Classification of Language Learning Strategies [24]](profile/Ranjeeva-Ranjan/publication/339051175/figure/fig1/AS:855221106380801@1580912009920/Classification-of-Language-Learning-Strategies-24_Q320.jpg)
The research in the field of language
learning highlights two major paradigm shifts in the past
few decades. First, the shift is from teacher-centered
learning to learner-centered teaching and second related to
learning processes through which learning occurs. In this
second shift, research carried out in the field of language
learning strategies (...
Context in source publication
Context 1
... significant differences between the different LLS categories were revealed by the multiple comparisons. Table 6 presents the Scheffé test results. Table 7 depicts the fifty SILL strategy items along with their mean values (in descending order from high to low used) for all the participants of the present study. ...Similar publications
This research was conducted at MAN 1 Kolaka. The objective of this reaseach is to find out information and data weather there is any correlation between English language learning strategy and students’ thinking style at the second grade AGAMA I of MAN 1 Kolaka. The research design is descriptive quantitative. The data were collected through questio...
It is widely acknowledged that language learning strategies (LLSs) are beneficial to learners’ academic achievements, learner autonomy, and motivation; however, it is indicated that Vietnamese students, particularly high school students, have found it hard to employ LLSs. This paper aims at exploring language learning strategies used by high school...
The foreign and second language (L2) learning process is shaped by a constellation of individual difference (ID) factors, some of which (e.g., age, anxiety, motivation, aptitude, learning styles, language learning strategies) have long been investigated by specialists, whereas others have only recently attracted their attention. One of such underex...
While some studies about language learning strategies (LLS) have been held in Colombia, there is still ample room for research. Particularly, an explanatory sequential mixed methods design can offer insights into how gender, grade level, and perceived language proficiency may influence Colombian students’ selection of strategies for learning Englis...
Extended Abstract: There is little doubt that learning a language is a challenging task. In the case of languages such as Persian, which do not enjoy the status of an international language and, consequently, the extensive investment of international agencies, the task of learning appears to be even thornier. To overcome this thorny task, language...
Citations
... Many studies have confirmed that students with a high awareness of learner autonomy and practices that promote learner autonomy achieve a high level of language proficiency (Dogan & Mirici, 2017;Erturk, 2016;Szocs & Jozsef, 2017). Similar to the current study's findings, many previous studies revealed a positive relationship between students' knowledge of learning strategies, their success in learning a foreign language, and the need for developing a sort of learning strategies awareness training for students (Bajrami, 2015;Ceylon, 2015;Ranjan & Philominraj, 2020). ...
... Her earlier research discovered that motivation, gender, cultural background, career incentive, work type, age, L2 level, learning style, and tolerance of ambiguity impacted how often LLS was used (Oxford, 1990(Oxford, , 1994(Oxford, , 2017. Numerous research further studied the internal variables that support learners' LLS, e.g., motivation and gender (Khamkhien, 2010;Liyanage & Bartlett, 2012;Ranjan & Philominraj, 2020), learner's language level (Salahshour et al., 2013), and age (Sepasdar & Soori, 2014). On the contrary, the external variables affecting students' LLS have not been widely discussed. ...
Learning strategies play significant roles in successful English language learning, especially in the EFL context where inputs are limited. However, the use of learning strategies is highly affected by internal variables, e.g., motivation, learning style, and external variables, e.g., school-related variables. This study aims at exploring the roles of school-related variables in supporting the use of language learning strategies. This study was conducted in a private bilingual high school in Yogyakarta, Indonesia, and five students who fulfilled the criteria were selected as the participants. The data were collected through semi-structured online interviews and recorded for more accessible analysis. The results of the interview were then analyzed using thematic analysis. The results of the study showed that school-related variables have significant and distinctive roles in supporting the use of language learning strategies. Each variable has its parts, e.g., the curriculum deals with language input, and the learning environment can enhance students' motivation. Thus, teachers and school principals should be aware of their prominent roles and be able to design and create supportive school-related variables for their students.
... In another study, it was understood that female students viewed the foreign language course they took with distance education more positively than male students (Doğan, 2020). In another study, no significant difference was found between the genders (Ranjan & Philominraj, 2020). Another finding is that there are other factors for language learning motivation, such as the desire to live abroad, cultural improvement, speaking practice with friends, interest in new technology and applications, and literature. ...
Language builds social and economic connections within countries as the most effective communication tool. It has the potential to introduce new opportunities and helps the speakers become world citizens. Although second language teaching focuses more on early education in many countries, it is still crucial for university students to acquire a foreign language. Second language acquisition enables institutional cooperation not just on a domestic but also on an international scale, thus contributing significantly to universal and contemporary growth. This research aims to determine university students' motivations for learning a foreign language, identify the problems during the process, and offer solutions. For this purpose, the opinions of the German Language and Literature department students studying at a state university on language learning were evaluated by taking the "Motivation Scale in Language Learning" and semi-structured interview forms. This study relies on a mixed research method combining the quantitative and the qualitative. The findings point out that students have a good motivation to learn a language, and the motivations are the same regardless of age, gender, grade level, previous educational background, and parents' educational background. According to the findings, students' motivations are living abroad, cultural growth, curiosity, interest, love, and new technologies. On the other hand, the lack of sufficient incentives, linguistic challenge, feelings of inadequacy, and prejudices affect their motivation negatively.
... Buna göre, bazı araştırmalarda dil öğrenen bireylerin cinsiyetine göre kalıp yargılara sahip olma düzeyleri de analiz edilmiş (Akdağ Çimen & Aksakallı, 2017;Bessonova & Misbakhova, 2019) ve kızların erkeklere www.turkishstudies.net/language göre daha fazla kalıp yargıya sahip olduğu belirlenmiştir (Atika, 2019;Radvan, 2014;Ranjan & Philominraj, 2020;Viriya & Sapsirin, 2014). Bu durumun kız öğrencilerin bütüncül ve etiketleyici düşünmeye daha yatkın olmalarından kaynaklandığı düşünülebilir. ...
This research examines various studies on language learning strategies published between 2012 and 2022 using the document review technique in a systematic literature review (N=106). The analysis employs content analysis to investigate scientific studies on language learning strategies. Relevant articles on language learning strategies were investigated in terms of certain criteria such as the year they were published, method, sample size, data collection tools as well as the status of publication at the national or international level. The databases were searched using the keyword "language learning strategies." The PRISMA 2020 Checklist was used in the classification of the studies. To ensure the internal validity of the research, we have paid attention to making comments about language learning strategies. To ensure the external validity of the research, the methodic procedures of the research included in the sample, the characteristics of the study group, and the results obtained at the end of the research were explained in detail. Out of all the studies, 81.1% were internationally published articles. The majority of publications were prepared in 2020, while the least were in 2016. Based on research designs applied in the analyzed articles, 34.9% utilized relational surveys, 33.9% employed questionnaires, and 11.4% conducted experimental research involving pre-test and post-test assessments. 83.9% of the studies used the Language Learning Strategies Inventory developed by Oxford (1990). The integration of the findings from this study with previous research in the literature led to the development of suggestions regarding language learning strategies. Furthermore, it is recommended to conduct further research using meta-analysis to evaluate language learning strategies more comprehensively.
... 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.
... The favorable perception is achieved because the focus of learning is on how it is learned (Manca et al., 2019). In this regard, second/foreign language learning processes address not only external factors but also psychological ones (Ranjan & Philominraj, 2020). Therefore, learning in this type of context with the use of GBL provides opportunities to enhance learner commitment in language acquisition. ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... Oxford's classification has been praised as the predominant and thorough taxonomy in investigating language learning strategies (Ranjan & Philominraj, 2020). A further analysis mentioned that the classifications provided a specific attribute to the cognizance of each item in the LLS (Sepasdar & Soori, 2014), and such qualities create a strong understanding of each category (Chen, 2014). ...
Background and Purpose: Different language learners have varying capacities to acquire L2, where some learners develop their learning strategies faster than others. Hence, it is critical for instructors to examine the degree of understanding and ability obtained by the learners through the investigation of their language learning strategies particularly on the type of schools the learners attend. This study, therefore, reveals frequently employed learning strategies in ESL classrooms based on the type of school the learners attend, notably the distinction between Cluster School of Excellence (CSE) and non-cluster primary school in Malaysia. Methodology: This quantitative research gathered information through the administration of a survey questionnaire. In total, 112 young ESL Malaysian learners (CSE:56; Non-CSE:56) aged 11 were chosen through stratified random sampling in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) that consist of 50 questions was used to collect information and SSPS Version 25 was used to interpret an independent t-test to determine the significant in strategies employed by the respondents. Findings: The data revealed that the most prevalent Language Learning Strategy (LLS) used by young Malaysian ESL learners are metacognitive strategies that allow learners to manage their learning. Learners in non-CSE school adopt learning strategies more than learners in CSE school and there is no significant difference in the type of learning strategies employed by both learners. Contributions: School’s environment reflects a significant impact on the academic success of students and the result of the investigation helped throughout the educational process to tailor teaching strategies to help learners achieve common educational goals. Teachers from both schools should use this chance to conceive, construct, or assign tasks that will push students to reach their full potential in language learning. Keywords: Language learning, language learning strategies, type of school, Malaysian young learner. Cite as: Sani, S., & Ismail, H. (2022). Through the lens of young Sarawakian English as second language learners: Identifying their language learning strategies. Journal of Nusantara Studies, 7(2), 399-423. http://dx.doi.org/10.24200/jonus.vol7iss2pp399-423
... Learning a second/foreign language is a complex process. Several factors affect the English language learning process, including biological and psychological variables (Ranjan & Philominraj, 2020). Motivation and gender are significant factors in learning a language. ...
There are a variety of factors that affect the English language learning process such as motivation and gender. The present study highlights the importance of motivation and gender in the English language learning process. This study follows a mixed-method approach; qualitative and quantitative data were collected and analyzed. Qualitative data were collected through a self-determined motivation questionnaire and a self-assessment chart from fifteen male and fifteen female Saudi students. The participants were all studying English in the United States to continue their university-level education. Data were analyzed co-relationally, using statistics and descriptions, quantitatively. The results have revealed interesting findings, as the female participants tend to demonstrate more motivation towards learning the English language, further highlighting that participants of different genders had different perspectives about learning the English language. The conclusions, implications, and recommendations of this study provide a foundation for future investigations into the English language learners’ motivation in Saudi Arabia and other similar settings, with the goal of identifying variances in students’ orientations.
... Shin and So (2018) found that greater degrees of determination, mastery goal orientation, and internal management positively influenced the employment of compensatory and social tactics. A favorable link between LLS and motivation was reported by Ranjan & Philominraj (2020). LLS and motivation predicted success in L2 writing performance when both were included in the same regression model. ...
Mapping the multidimensional impact of learner attributes on behavior demonstrates the importance of models in learning. To this purpose, we examined the correlations between strategies and student characteristics and utilized regression analysis to determine how learner attributes affect strategy selection. A cross-sectional study of 258 students demonstrated widespread strategy use, as well as statistically significant connections within and between the Strategy Inventory for Language Learning and Student Characteristics of Learning measures. Regression analysis found distinctions in the types of learner characteristics associated with strategy adoption, most notably between direct and indirect strategies. Instrumental motivation predicted both direct and indirect Strategy Inventory for Language Learning scores, but self-efficacy affected memory, cognitive, and compensatory strategies, and perseverance predicted reported metacognitive and emotional strategy choice levels. Additionally, a negative route coefficient occurred between persistence and compensation techniques and between competition and memory strategies, implying mediation and a high degree of complexity in the way learner traits impact behavior. The present study's findings have implications for prospective instructor techniques for motivating students to become fully involved in language learning via the online procedure.
... Various strategies can help second language learners learn a new language (Ranjan & Philominraj, 2020). For example, students' communicative skills can be improved by applying different activities such as an information gap, a jigsaw puzzle, games, problem-solving, and role-playing (Oradee, 2012). ...
Facebook Live has become a means of teaching and learning in many parts of the
world. This paper, thus, reports an examination of teaching English through
Facebook Live and students’ experiences of learning on it in the COVID-19
pandemic. It as participatory action research employed observation of selfmanaged Facebook Live streaming, and an online semi-structured interview with
students and parents. The intervention of Facebook Live consisted of three
strategies: pre-recorded video streaming, live teaching and a combination of
both. This paper reports on how students in absence of a physical classroom
learned English through Facebook Live, developed communicative skills and
gained ICT skills. Although the teacher’s lessons on Facebook Live were
appreciated by students and parents as students could get ideas for speaking
English, students expressed concerns if they could interact with the teacher and
friends. Facebook Live associated with videoconferencing tools, however, can
complement physical classroom learning in crises and normal situations.
