Language Learners’ Skills and Strategies: Assessing Academic Needs in a Multilingual Context

Chostelidou, Dora; Griva, Eleni; Tsakiridou, Eleni

doi:10.1016/j.sbspro.2015.04.442

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…Suran and colleagues, 2016. Learning strategies, according to Oxford (1990), are actions that learners do to improve their learning experience by making it easier, faster, more pleasurable, self-directed, successful, and transferable to different contexts. According to Chostelidou et al (2015), Oxford emphasized the importance of learning techniques in determining language learning performance. Learning strategies are unique plans or procedures that language learners use to achieve their aims or objectives.…”

Section: Literature Reviewmentioning

confidence: 99%

Language Learning Strategies Employed by Urban Primary School Female Students in Enhancing Listening and Speaking Skills

Yoong,

Kaur,

Mohd Rozlan

et al. 2023

IJARPED

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The art of listening and speaking is a valuable skill set that effectively enables the exchange of information through oral communication. Effective listening and speaking are key components of language learning. Numerous factors may contribute to primary school students in Malaysia having difficulty in choosing suitable methods to develop their speaking and listening skills. Therefore, this research was conducted to identify the language learning strategies that are most used for learning listening and speaking skills among female primary school students in urban areas. A quantitative investigation was conducted using a threepoint Likert scale questionnaire adopted from Cohen and Oxford's Young Learners Language Strategy Use Survey. The questionnaire was distributed to the respondents in order to identify the learning strategies used by year 4, 5, and 6 students at an urban primary school in a district in Johor, Malaysia, for listening and speaking. Through purposive sampling, 30 samples were selected. Descriptive statistics were used to analyse the data. The results shown will be further discussed in this paper.

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Section: Literature Reviewmentioning

confidence: 99%

Language Learning Strategies Employed by Urban Primary School Female Students in Enhancing Listening and Speaking Skills

Yoong,

Kaur,

Mohd Rozlan

et al. 2023

IJARPED

View full text Add to dashboard Cite

show abstract

“…All these shortcomings have an adverse effect on academic performance (Makgato, 2014). Bilingual and multilingual learners often experience great difficulties coping in classes where the teacher is inadequately trained to teach a multilingual class (Agirdag, 2014;Chostelidou, Griva & Tsakiridou, 2015).…”

Section: Contexts Of Educationmentioning

confidence: 99%

Derived Knowledge and Lived Experiences of Teachers Working in Resource-Constrained Multilingual Classrooms

Omidire

2020

TETFLE

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Due to global migration, multilingual classrooms are currently a common feature not just in postcolonial contexts but also in developed economies. The perceived challenges created by multiple languages in single classrooms have been well documented, and all stakeholders have to be involved in finding strategies to overcome these challenges and change perceptions. Using a case study design and sociocultural theory as lens, this study explored the perspectives and experiences of teachers with teaching and learning in resource-constrained multilingual classrooms. The participants were teachers (N=67; female n=51; male n=16) from nine schools in Gauteng Province of South Africa. The findings suggest that the participants were divided in their perceptions and experiences of multilingual classrooms. While some viewed multilingualism as a constraint to effective teaching and learning; others wanted more to be done to accommodate learners. It is evident that teachers prioritise the necessity for pre-service teacher education that focus on teaching pedagogy appropriate for the multilingual context they work in every day. In addition, the teachers emphasised a range of support strategies they currently use. It is argued that structured variations of the teachers' strategies be developed and distance education employed for the professional development of in-service teachers working in multilingual contexts.

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EFL Learners’ Big Five Personalities, Language Learning Strategies, and Speaking Skills

Marpaung

Widyantoro

2020

IJEFL

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Accommodating learners’ individual differences including personalities and language learning strategies is important in implementing the learner-centred instruction. This current research investigated the correlation of EFL learners’ Big Five personalities, language learning strategies, and speaking skills. It tried to answer the questions if there is (a) any correlation between the EFL learners’ Big Five personalities and speaking skills, (b) any correlation between the EFL learners’ learning strategies and speaking skills, and (c) any correlation between the predictor variables (EFL learners’ Big Five personalities and language learning strategies) and the criterion variable (speaking skills). This present study involved 357 students from 3 senior high schools in Pontianak, West Kalimantan, academic year 2018/2019. The data were obtained through questionnaires and speaking test. The data were analysed using statistical analysis through correlational and regression tests to answer the research questions. The results revealed that there was no significant correlation found between the EFL learners’ Big Five personalities and speaking skills (Sig. (2tailed)=0.464>alpha level 0.05), between the learners’ language learning strategies and speaking skills (Sig. (2tailed)=0.575>alpha level 0.05), and between the predictor variables and criterion variables (Sig. (2tailed)=0.712>alpha level 0.05). These results showed that other variables outside personality and language learning strategy might correlate to the learners’ speaking skills

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Language Learners’ Skills and Strategies: Assessing Academic Needs in a Multilingual Context

Cited by 3 publications

References 19 publications

Language Learning Strategies Employed by Urban Primary School Female Students in Enhancing Listening and Speaking Skills

Language Learning Strategies Employed by Urban Primary School Female Students in Enhancing Listening and Speaking Skills

Derived Knowledge and Lived Experiences of Teachers Working in Resource-Constrained Multilingual Classrooms

EFL Learners’ Big Five Personalities, Language Learning Strategies, and Speaking Skills

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