A Regression Analysis Approach to Measuring the Influence of Student Characteristics on Language Learning Strategies

Almusharraf, Norah; Bailey, Di

doi:10.29333/iji.2021.14428a

Cited by 8 publications

(14 citation statements)

References 51 publications

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“…SILL has been widely used for years and is well-recognized as a high-standard instrument to examine foreign/second language learners' LLS use. Its validity and reliability have been endorsed by many studies (Almusharraf & Bailey, 2021;Damanik, 2022). These studies revealed that, when employing Cronbach's alpha, SILL's general reliability is above .9, even when translated into other languages.…”

Section: Research Instrumentmentioning

confidence: 95%

“…As Oxford (2003) stated, LLS is a vital factor that helps figure out how and how well a foreign language is learned. For years, LLSs have been explored by many researchers (Almusharraf & Bailey, 2021;Damanik, 2022;Oxford, 1990Oxford, , 2003. However, as Jaekel (2020) stated, the concept of LLSs has not been defined uniformly.…”

Section: Literature Review Language Learning Strategymentioning

confidence: 99%

“…No consensus has been reached as to whether learning strategies are mental factors related to thoughts or behaviors. Despite the disagreements, researchers have widely agreed that LLSs are employed deliberately to realize learning goals (Almusharraf & Bailey, 2021;Oxford, 2011). The intentionality of LLSs is more evidently reflected in Oxford's (2011) definition, which describes LLSs as language learners' attempts to purposefully and consciously deploy efforts to regulate their language learning.…”

Section: Literature Review Language Learning Strategymentioning

confidence: 99%

“…By employing the taxonomy of LLSs, Oxford (1990) constructed the Strategy Inventory for Language Learning (SILL), a questionnaire on language learners' LLS use. Oxford's (1990) classification of LLSs and her SILL are well-recognized and commonly adopted by researchers (Almusharraf & Bailey, 2021;Damanik, 2022;Jaekel, 2020). In China, Oxford's (1990) theory has been widely applied in the study of LLSs use in the conventional EFL learning setting (Jiao & Simon, 2022;Zhen, 2018;Zhou & Intaraprasert, 2015a).…”

Section: Literature Review Language Learning Strategymentioning

confidence: 99%

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Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English Learning and its Relationships to Gender and Proficiency

Ma¹,

Samat²

2022

AWEJ

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The purpose of this study was to examine Chinese undergraduate students’ language learning strategy use in flipped English learning and the effect of gender and language proficiency on strategy use. It aimed to enrich the research on language learning strategies as well as the flipped classroom and render implications to EFL instructors on developing students’ language learning strategy use in flipped English learning. Research questions in this study revolved around identifying the most and least frequently used language learning strategies in Chinese undergraduate students’ flipped English learning, and the influence of gender as well as language proficiency on the frequency of students’ strategy use. In this study, the researchers employed random sampling to select 109 students enrolled in the flipped English course for non-English majors at H University in China. Oxford’s (1990) Strategies Inventory of Language Learning (SILL) was modified for a flipped classroom context and employed to collect data. T-tests and ANOVAs were used to analyze the data. The results revealed that participants employed language learning strategies with medium frequency in flipped English learning. While they employed social strategies the most frequently, they used metacognitive strategies the least frequently. Furthermore, the male and female participants were not significantly different in their strategy use. However, there was a significant difference in strategy use in relation to English language proficiency in that high proficiency students employed strategies more frequently than low proficiency students. Pedagogical implications are provided.

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Section: Research Instrumentmentioning

confidence: 95%

Section: Literature Review Language Learning Strategymentioning

confidence: 99%

Section: Literature Review Language Learning Strategymentioning

confidence: 99%

Section: Literature Review Language Learning Strategymentioning

confidence: 99%

See 2 more Smart Citations

Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English Learning and its Relationships to Gender and Proficiency

Ma¹,

Samat²

2022

AWEJ

View full text Add to dashboard Cite

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“…Boys who reported higher scores on deep learning showed more deep learning strategies, whereas this was not true for girls (Umapathy et al, 2020). Almusharraf mentioned compensation strategies in his learning strategy research, he pointed out that compensation strategies involved switch language, adjust message, and mobilize relevant knowledge (Almusharraf & Bailey, 2021). Male and female learners differ greatly in the use of “compensation strategies.” Undergraduates' gender indicate a significant difference in “compensation” component, the concept of compensation strategy.…”

mentioning

confidence: 99%

The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation

Song

Yang

Wang

et al. 2022

Psychology in the Schools

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Deep learning has gradually appeared in the field of teacher education research and is considered as an effective way to promote teacher professional development. To explore the relationship between teacher gender and deep learning strategies, as well as the mediating role of teachers' deep learning motivation, we conducted a questionnaire survey in this study on 429 valid teachers of different genders, ages and backgrounds. The results show that male teachers are more likely to adopt deep learning strategies and deep learning motivations than female teachers. Deep learning motivation is positively correlated with deep learning strategy while negatively correlated with superficial learning strategy. It can be seen that deep learning motivation plays a mediating role between teacher gender and deep learning strategies. These findings expand the understanding of teachers' learning and indicate that in professional development programs, we should pay more attention to the deep learning of female teachers, to help female teachers improve their deep learning motivation and deep learning strategies.

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Family language policy and vocabulary of bilingual children across different ages

Rose,

Armon-Lotem,

Altman

2023

Ampersand

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A Regression Analysis Approach to Measuring the Influence of Student Characteristics on Language Learning Strategies

Cited by 8 publications

References 51 publications

Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English Learning and its Relationships to Gender and Proficiency

Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English Learning and its Relationships to Gender and Proficiency

The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation

Family language policy and vocabulary of bilingual children across different ages

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