Language Learning Strategy Use: Perceptions of Female Arab English Majors

Riazi, A. Mehdi

doi:10.1111/j.1944-9720.2007.tb02868.x

Cited by 39 publications

(81 citation statements)

References 11 publications

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“…The higher the mean score, the higher would be the tendency for the respondents to use the strategy. Studies conducted in other university contexts (Goh and Kwah, 1997;Bremner, 1999;Klassen, 1994;Yang, 1994;Abdolmehdi Riazi, 2007) generally show results consistent with the present study in so far as the compensation and memory strategies are concerned. Goh and Kwah's (1997) survey on the strategy use of tertiary-level students from the People's Republic of China (PRC) learning English as a Second Language in Singapore, reported metacognitive and compensation strategies to be the most frequently used, whereas memory strategies the least used.…”

Section: Research Question 4: Are There Differences In Learning Stratsupporting

confidence: 79%

“…As students are responsible for their own learning, looking at the strategies they adopt in language learning could give insights into the importance of the different strategies used, the extent to which they are used, and the factors that influence strategy use. This interest in LLS is evident based on a good number of valuable research on LLS in the different English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts (e.g., Abdolmehdi Riazi, 2007;Kamarul Shukri Mat Teh, Mohamed Amin Embi, Nik Mohd Rahimi Nik Yusoff & Zamri Mahamod, 2009;Abu Shmais, 2003;Li, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…This implies that the students changed the strategy use according to the change in the language environment. In addition, Abdolmehdi Riazi (2007) conducted a study in another EFL context to find out overall strategy use of 120 female Arabic-speaking students. He found that higher level students use the LLS more automatically and faster, and that lower level students use more of compensation strategies.…”

Section: Introductionmentioning

confidence: 99%

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Language Learning Strategies of English for Specific Purposes Students at a Public University in Malaysia

Shah¹,

Ismail²,

Esa³

et al. 2012

ELT

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Studies on strategy research have shown the usefulness and importance of language learning strategies (LLS) for ESL and EFL learners. However, research on content-based learners in relation to English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) has yet to be undertaken. This study, therefore, investigated the learning strategies of students at a public English medium university in Malaysia. The study was mainly motivated by concerns about the standards of English of graduates of Malaysian universities. These concerns have also been expressed by the university authorities. The purpose of the research was to investigate the patterns of LLS as reported by the students according to gender, courses, and undergraduate programmes. A total of 312 students from three degree programmes participated in this study. Their learning strategies were investigated based on the Strategy Inventory for Language Learning (SILL) (Oxford, 1990). The findings of the study indicated that the students from the different degree programmes differed in the use of LLS. However, there was no statistically significant relationship between LLS and gender.

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Section: Research Question 4: Are There Differences In Learning Stratsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Language Learning Strategies of English for Specific Purposes Students at a Public University in Malaysia

Shah¹,

Ismail²,

Esa³

et al. 2012

ELT

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“…According to Khalil (2005), the university students' results showed that their language proficiency level had an effect on five language learning strategy categories and the results favoured female students over males in 16 individual strategies. In another study conducted on Arabic L1 speakers by Riazi (2007) who investigated the patterns of language learning strategy use of 120 female Arabic-speaking students who were majoring in English at a university in Qatar. The participants were of average proficiency level, and were from all educational levels in the university.…”

Section: Language Learning Strategiesmentioning

confidence: 99%

The Relationship between Saudi English Major University Students’ Writing Performance and Their Learning Style and Strategy Use

Alkubaidi¹

2014

ELT

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This study investigates the link between writing tasks, learners' learning style preference, and writing strategy use. It also investigates if students with various proficiency levels stem from different learning style preference and use different writing strategies. This research attempts to answer the following research questions: what are the most common learning style preferences of Saudi undergraduate students majoring in English? what are the most common writing strategies used by Saudi students when writing an essay? Is the choice of writing strategy related to a learner's learning style preference and writing task, and how might they be linked with one another? And finally does the use of writing strategies contribute to students' writing performance? The sample of the study consisted of 74 Saudi female undergraduate students in their final year of their bachelor degree in King Abdulaziz University, Saudi Arabia. Two questionnaires were used: (a) the Perceptual Learning Style Preference by Reid (1987), and (b) a writing strategy questionnaire by Petri and Czárl (2003). Moreover, students were asked to choose one of the two TOEFL writing prompts to write an essay. The data received from the returned questionnaires and writing tests were analysed using descriptive and inferential statistics using SPSS19. Results indicated that Saudi female students were mostly auditory and group learners. As for the writing strategies, Saudi learners used more 'before writing' strategies than "during writing" strategies and "reviewing writing" strategies. Results revealed that there was no correlation between the participants' learning style preference and writing strategies, nor their use of writing strategies and their writing proficiency. As a whole, this study contributed to the ESL/EFL field by providing information on Saudi undergraduate female learners in terms of their preferred perceptual learning style, their level of writing proficiency, and indeed their use of writing strategies.

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“…Many studies have been conducted to establish the relationship between ESL/EFL learning strategies, and the wide range of variables found in learners such as age or school year (e.g., Griffiths, 2003;Oxford & Ehrman, 1995;Riazi, 2007;Srisupha, 2012), English proficiency (e.g., Baker & Boonkit, 2004;Ghafournia, 2014;Murray, 2010), cultural background (e.g., Alhaisoni, 2012;Lengkanawati, 2004), motivation (e.g., Oxford & Nyikos, 1989), and personality traits (e.g., Kaufman et al, 2008;Moldasheva & Mahmood, 2014). Previous studies also found that more successful ESL/EFL learners tend to make more frequent use of learning strategies overall (e.g., Ghani, Mahfuz, Saad, & Yusoff, 2014;Akbari, 2003, Green & Oxford, 1995Murray, 2010;Wharton, 2000).…”

Section: Learning Strategy and Language Proficiencymentioning

confidence: 99%

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Shinozuka¹,

Shibata²,

Mizusawa³

2017

ELT

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Poor English performance among Japanese college EFL students has often been explained by grammar-translation and lecture-memorization instruction. This study investigated the effectiveness of a recently designed teaching method, namely, "The read-aloud instruction package," which consists of four major activities: Slash/chunked reading practice (S/CRP), repeated read-aloud practice (RRAP), cloze test, and simultaneous read-aloud and write-out practice (SRAWOP). The study also examined how EFL college students' motivation to learn English and their choice of EFL learning strategies changed after intensive three-month' instruction using these methods. Thirty-two participants with an elementary level of English proficiency completed a pretest and posttest using the TOEIC Bridge®, Strategy Inventory for Language Learning (SILL) and a motivation survey. Results indicated that the participants' score on the posttests on the TOEIC Bridge® improved significantly, but no change was found in their motivation. As to EFL learning strategy, the study found that the participants used more mental processes but less learning with others strategy after the instruction. The article discusses some possible explanations of the effectiveness of the read-aloud instruction package from cognitive and neuro-linguistic perspectives.

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Language Learning Strategy Use: Perceptions of Female Arab English Majors

Cited by 39 publications

References 11 publications

Language Learning Strategies of English for Specific Purposes Students at a Public University in Malaysia

Language Learning Strategies of English for Specific Purposes Students at a Public University in Malaysia

The Relationship between Saudi English Major University Students’ Writing Performance and Their Learning Style and Strategy Use

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

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