Examining Learners' Language Learning Strategies

Hashim, Rosna Awang; Sahil, Sharifah Azizah Syed

doi:10.1177/003368829402500201

Cited by 20 publications

(12 citation statements)

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“…More importantly, regarding the cultural background of the participants in the current study, Sy (1994) concluded that female EFL students in China showed greater use of cognitive, metacognitive, and social strategies. In another Asian study, Hashim and Sahil (1994) found that Malaysian females (of Chinese, Malay, and Indian ethnic backgrounds) favored affective strategies more than males; however, no significant differences were observed in other strategy categories. To obtain more data on the influence of gender on both strategy use and proficiency, Green and Oxford (1995) have called for more studies from other cultures.…”

Section: Gendermentioning

confidence: 88%

“…Interestingly, a SILL EFL/ESL study in Malaysia (Hashim & Sahil, 1994) found that apart from the SILL category of affective strategies, which women favored significantly more, no other significant differences were observed in the other SILL categories. Although the number of the bilingual participants was not reported, many were certainly experienced L2 learners due to the ethnic composition of both the sample and the population in Malaysia.…”

Section: Strategy Use and Gendermentioning

confidence: 95%

“…The majority of research on language learning strategies to date has been conducted in language learning settings in the United States either on native speakers of English learning a foreign language (FL) or on groups of mixed nationalities studying English as a second language (ESL) with specific language learning goals. As a result, many SLA researchers (Gremmo & Riley, 1995;Hashim & Sahil, 1994;Hyland, 1993;Kouraogo, 1993;Oxford & Burry-Stock, 1995;Politzer & McGroarty, 1985;Rees-Miller, 1993) have warned of the dangers of an ethnocentric bias regarding the definition of good language learning strategies, with some (Oxford & Burry-Stock, 1995;Rees-Miller, 1993) justifiably calling for the replication of language learning studies within and across cultures and countries (e.g., Singapore, with its multilingual, multicultural population) to compare results and determine their generalizability and significance.…”

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confidence: 99%

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Language Learning Strategy Use of Bilingual Foreign Language Learners in Singapore

Wharton¹

2000

Language Learning

324

270

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This study, using Oxford's 80-item Strategy Inventory for Language Learning (SILL), examines the self-reported language learning strategy use of 678 university students learning Japanese and French as foreign languages in Singapore. The study differs from previous SILL studies in that the participants were bilingual from a multicultural setting, and the use of all 80 strategies was examined. Relationships between background variables and overall strategy use were investigated using ANOVA. Results were significant for motivation, self-rated proficiency, and language studied, with motivation significantly interacting with language studied. The use of each strategy by proficiency and also by gender was investigated using chisquare. Results showed more learning strategy use among learners with higher proficiency and, unexpectedly, more strategies used significantly more often by men.In the past two decades, researchers and teachers have shown an increasing interest in determining what distinguishes successful from less successful learners. This has led to attempts to characterize successful language learners (Rubin, 1975), particularly their use of modifiable L2 variables, in the hope that such information can be passed onto less successful learners so as to improve their learning efficiency. Prominent among these modifiable L2 variables is that of language learning strategy use.Learning strategies have been defined as behaviors, steps, operations, or techniques employed by learners to facilitate the acquisition, storage, retrieval, and use of information (Oxford, 1990b). The important part they play in second language acquisition (SLA) has been noted by many SLA researchers. Skehan (1989) considered language learning strategies one of the most important factors accounting for individual differences in language learning. Both Ellis (1985) and McLaughlin (1987) included language learning strategies as one of three processes, along with production and communication strategies, in their models of SLA. In Gardner and McIntyre's model (1993), L2 proficiency is determined by situational variables, language learner characteristics, and learning strategy use. Learning strategies are seen as particularly important in the enhancement of learner autonomy because the use or adoption of appropriate strategies allows learners to take more responsibility for their own learning (Dickinson, 1987).The majority of research on language learning strategies to date has been conducted in language learning settings in the United States either on native speakers of English learning a foreign language (FL) or on groups of mixed nationalities studying English as a second language (ESL) with specific language learning goals. As a result, many SLA researchers (warned of the dangers of an ethnocentric bias regarding the definition of good language learning strategies, with some (Oxford & Burry-Stock, 1995;Rees-Miller, 1993) justifiably calling for the replication of language learning studies within and across cultures and countries (e.g., Singapo...

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Section: Gendermentioning

confidence: 88%

Section: Strategy Use and Gendermentioning

confidence: 95%

mentioning

confidence: 99%

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Language Learning Strategy Use of Bilingual Foreign Language Learners in Singapore

Wharton¹

2000

Language Learning

324

270

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“…(Kohonen, 1992, p,24) Several researchers (e.g. Awang Hashim & Syed Sahil, 1994;O'Malley & Chamot, 1990;Sharkey, 1994-95) claim the need to provide more information about language learning strategies or to teach them directly. Holmes and Ramos (1991) state that in order to help learners assume greater control over their own learning it is important to help them to become aware of and identify the strategies that they already use or could potentially use.…”

Section: Learning Strategy Usementioning

confidence: 99%

Promoting Effective Learning Strategy Use in Call

Bull

1997

Computer Assisted Language Learning

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This paper presents research in the area of language learning strategies, focusing on both general research and the treatment of learning strategies in CALL. Despite a recent interest in the subject of learning strategies in language learning, few CALL programs include a treatment of this issue. A small number which do consider this aspect are described, and although some are useful in this regard, most include only a limited view of learning strategies. The learning strategies component of Mr. Collins, a system aimed at promoting learners 1 awareness of their knowledge and approaches to learning, is presented. Research on language learning strategies demonstrates that this is an important issue; the implementation of Mr. Collins shows that detailed consideration of learning strategies in CALL is feasible.

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“…In addition to the changes in the environment, because of increasing attention paid to learner characteristics, the teacher-centered model in English teaching is shifting to a learner-centered model (Chen & Jonas, 2009;Hashim & Sahil, 2010;Kamalizad & Jalilzadeh, 2011;Nyikos & Oxford, 1993). Learning a foreign language can be a complex and lifelong process.…”

Section: Introductionmentioning

confidence: 99%

Use of Learning Strategies by EFL Learners: A Study of How It Relates to Language Proficiency and Learner Autonomy

Liu¹

2015

IJEL

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This study aims to explore the association between the field of study, gender, language proficiency, and the use of learning strategies in an EFL educational setting. It further intends to gain more insight into the link between learner autonomy and strategy use. The sample included university freshmen who were ability-grouped into three different levels for English classes. The findings indicated that the effects of major, gender, and proficiency on overall strategy use were all significant. As strategy use had a moderate level of association with both listening and reading proficiencies, it was found to have a high level of correlation with learner autonomy. The strategies identified to have the strongest correlations with autonomy in language learning were those in the cognitive and metacognitive categories. Among the subcomponents of learner autonomy, strategy use had the highest correlation with learner degree of involvement in learning activities. Results of the study further established that EFL student use of learning strategies can serve as a good predictor of learner autonomy.

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Examining Learners' Language Learning Strategies

Abstract: A number of researchers have examined variables/factors that affect the choice of language learning strategies. Some of the variables, such as language teaching method, language learning level, field of specialization at Harvard Libraries on July 23, 2015 rel.sagepub.com Downloaded from

Cited by 20 publications

References 21 publications

Language Learning Strategy Use of Bilingual Foreign Language Learners in Singapore

Language Learning Strategy Use of Bilingual Foreign Language Learners in Singapore

Promoting Effective Learning Strategy Use in Call

Use of Learning Strategies by EFL Learners: A Study of How It Relates to Language Proficiency and Learner Autonomy

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