Language learning strategy use by spanish efl students: the effect of proficiency level, gender, and motivation

Martínez, Jesús J. Risueño; Pérez, María José Cano; Navarrete, José Hidalgo; Paz, Soledad de la Blanca de la

doi:10.6018/rie.34.1.232981

Cited by 14 publications

(7 citation statements)

References 29 publications

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“…The study suggested that the students employed metacognition as the most frequently employed strategies to assist their learning. This finding corroborates with that of [13], [14], and [15], which also found that metacognitive strategies became the most frequently-used strategies among students. In learning, students had the awareness to plan, monitor, and evaluate their learning.…”

Section: Discussionsupporting

confidence: 91%

Preferred Language Learning Strategies Employment Based on Gender

Lestari¹,

Azizi²

2021

Proceedings of the International Conference on Sustainable Innovation Track Humanities Education and Social Sciences (ICSIHESS

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Language Learning Strategies (LLSs) may be employed differently by male or female students to facilitate learning. Therefore, how LLSs may differ according to gender should be further investigated. This research aims to measure LLSs employed by students majoring in the English Department of a university in Yogyakarta, Indonesia. One hundred sixty-four (164) first-year students were given a SILL questionnaire. The findings revealed that the employment of the six learning strategies was relatively similar as all of them fell into the moderately employed category. The strategy which had the highest mean score was for metacognitive strategies (M=2.94) followed by compensation strategies (M=2.65), cognitive strategies (M=2.50), affective and memory strategies (M=2.43), and social strategies (M=2.33). The result of the t-test analysis showed that the employment of LLSs according to gender was not significantly different between male and female students (p = 0.141, p > 0.05; t = 1.481). The study discussed the possibility of the absence of the difference and concluded by proposing some implications.

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Section: Discussionsupporting

confidence: 91%

Preferred Language Learning Strategies Employment Based on Gender

Lestari¹,

Azizi²

2021

Proceedings of the International Conference on Sustainable Innovation Track Humanities Education and Social Sciences (ICSIHESS

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“…Dichos estudios sobre los distintos ámbitos científicos se muestran significativos para las revistas, al igual que para los http://periodicos.letras.ufmg.br/index.php/textolivre Belo Horizonte, v. 12, n. 3, p. 16-36, set.-dez. 2019-ISSN 1983-3652 DOI: 10.17851/1983 investigadores, puesto que la producción científica, su difusión y el impacto de las publicaciones y de los investigadores que en ellas trabajan se fundamentan en ellos (ELKINS; MAHER; HERBERT; MOSELEY; SHERRINGTON, 2010; FRANCESCHET, 2010), mostrando las tendencias más innovadoras y recientes, y sirviendo de orientación en posteriores estudios de las áreas de investigación (VELASCO et al, 2012;VÁZQUEZ;SARASOLA, 2015). Para la obtención de las unidades de análisis se empleó una ecuación de búsqueda de palabras clave unidas con el operador booleano "AND" en el tema y dentro de la colección principal de la Web of Science (marzo-junio de 2019).…”

Section: Métodounclassified

“…Se puede finalizar indicando que las investigaciones sobre la enseñanza de idiomas en el ámbito universitario están empezando a centrarse en la educación superior, en los propios estudiantes y en las creencias que los docentes puedan tener sobre el alumnado. Los temas HIGHER EDUCATION, tal y como reflejan Durham y Kim (2019), STUDENTS, como los estudios realizados por Hafner (2015) y Beliefs, orientados a investigaciones como las de Risueño et al (2016), pueden ser consideradas las bases de investigación de los próximos años dentro de este campo de estudio.…”

Section: Discusión Y Conclusionesunclassified

Evolución científica de la enseñanza de lenguas en el contexto universitario (1900-2019)

2019

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RESUMEN: Este artículo tiene por objetivo analizar la evolución de la investigación sobre enseñanza de lenguas en el ámbito universitario dentro de la colección principal de la Web of Science (1900-2019). Para ello, se ha desarrollado un estudio bibliométrico por revisión sistemática, tomando en consideración los siguientes indicadores: producción diacrónica, geográfica, autores y de fuente. A su vez, se ha realizado un análisis del desarrollo estructural de los temas sobre una muestra de 2978 referencias procedentes de seis búsquedas combinadas. Los análisis realizados determinan un patrón de crecimiento exponencial de la literatura científica sobre la enseñanza de idiomas en el ámbito universitario durante la última década (2010-2019); período que contempla el 87,2% de la producción científica actual. En relación a la evolución de los temas del campo, se observa que las líneas de investigación actual se están centrando mayormente en la introducción de la tecnología para el apoyo de la enseñanza de idiomas en el contexto universitario.PALABRAS CLAVE: enseñanza de idiomas; universidad; educación superior; revisión sistemática. ABSTRACT: The aim of this article is to analyse the evolution of research on language teaching at the university level within the main collection of the Web of Science (1900-2019). To this end, a bibliometric study has been developed through systematic review, taking into consideration the following indicators: diachronic, geographical, authors and source productions. At the same time, an analysis of the structural development of the topics has been carried out on a sample of 2978 references from six combined searches. The analyses carried out determine an exponential growth pattern in the scientific literature on language teaching in universities over the last decade (2010-2019), a period that covers 87.2% of the current scientific production. In relation to the evolution of topics in the field, it is observed that current lines of research are focusing mainly on the introduction of technology to support language teaching in the university context.KEYWORDS: language teaching; university; higher education; systematic review.

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“…The fact that the average performance of participants in listening was slightly lower than in reading suggests, firstly, the need for students' training on listening strategies. Studies show that the teaching of learning strategies has a positive effect on the development of language learning competences (Risueño Martínez et al, 2015). Secondly, the number of listening exercises to which the students are exposed, could be increased both in the virtual work and in the classroom.…”

Section: Resultsmentioning

confidence: 99%

Effects of a Blended-Flipped English program on the learning of Academic and Administrative Staff in a Higher Education Institution

Torres

Perez

2019

Int. J. Appl. Linguist. Engl. Lit.

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This article presents the results of an exploratory study about the contributions of a blended English as a Foreign Language (EFL) learning program, with a flipped classroom instructional model, to the development of the listening and reading skills of academic and administrative staff of a higher education institution. The research followed a mixed method approach framed on variables such as the development of oral (listening) and written (reading) comprehension activities. The results present some contributions of the blended-flipped instructional model to the EFL teaching and learning processes, as well as to development of professors’ and administrative staff’s communicative competences in English. This study highlights how the combination of blended learning with a flipped classroom approach to proficiency program design opens new possibilities in the language learning instructional design field, and demonstrates the blended-flipped model’s positive effects on language learning. It is also novel in its proof of the effectiveness of creating a program based on the professional development needs of the University’s community of professors and administrative staff from various disciplines.

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Language learning strategy use by spanish efl students: the effect of proficiency level, gender, and motivation

Abstract: El uso de estrategias de aprendizaje en estudiantes españoles de inglés como lengua extranjera: el efecto del nivel de competencia, el sexo y la motivación

Cited by 14 publications

References 29 publications

Preferred Language Learning Strategies Employment Based on Gender

Preferred Language Learning Strategies Employment Based on Gender

Evolución científica de la enseñanza de lenguas en el contexto universitario (1900-2019)

Effects of a Blended-Flipped English program on the learning of Academic and Administrative Staff in a Higher Education Institution

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