Learning Strategies in Second Language Acquisition

O’Malley, J. Michael; Chamot, Anna Uhl

doi:10.1017/cbo9781139524490

Cited by 2,035 publications

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“…In addition, according to O'Malley and Chamot (1990), most students could benefit from the teaching of learning strategies. Therefore, it is important that teachers and students be made conscious of LLS and try to use these strategies in their teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

Malaysian Gifted Students’ Use of English Language Learning Strategies

Yunus¹,

Sulaiman²,

Embi³

2013

ELT

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Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways if thinking and learning. These characteristics affect how they learn a language. The main objective of the study was to investigate language learning strategies use among gifted students enrolled in special programme called PERMATApintar Education Programme. Data was gathered using a survey questionnaire with 104 gifted students. The instrument used in this study was Strategy Inventory Language Learning (SILL) questionnaire by Oxford (1990). Data was analyzed using descriptive analysis. It provides mean, percentages of responses and level of frequency. The findings revealed that gifted students use more indirect strategies particularly metacognitive strategies than direct strategies. There was variation in responses with regard to the use of language learning strategies among Malaysian gifted students. Language learning strategies have many potential benefits to educators, teachers and students. Implications and suggestions for future research are further discussed.

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Section: Discussionmentioning

confidence: 99%

Malaysian Gifted Students’ Use of English Language Learning Strategies

Yunus¹,

Sulaiman²,

Embi³

2013

ELT

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“…Several reading strategies have proved to be influential in advancing L2 learners' reading comprehension (Anderson, 2003;O'Malley & Chamot, 1990;Oxford, 1990Oxford, , 2001, which include cognitive strategies such as repeating what one has learned, identifying and applying regular patterns (i.e., identifying core sentences), as well as getting main ideas quickly by skimming and scanning texts. In Oxford's (1990) definition, "learning strategies are operations employed by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation" (p. 8).…”

Section: Learning Strategiesmentioning

confidence: 99%

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

Dehghanpour¹,

Hashemian²

2015

ELT

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Applying new technologies with their effective potentials have changed education and, consequently, the L2 teacher role. Coping with online materials imposes the necessity of employing Web-based approaches in L2 instruction. The ability to use reading strategies in a Web-based condition needs sufficient skill which will be fulfilled if it is integrated in pedagogy. The main focus of the present study was to investigate the efficiency of teaching reading strategies in a Web-based condition to Iranian EFL learners. Thirty L2 learners at upper-intermediate level from an English institute in Isfahan were selected as the experimental group. The group received a 20-hr reading strategy training in Web-based condition. Participants were taught 4 general reading strategies which were practiced through 3 stages of cognitive theory: cognitive, associative, and autonomous proposed by Anderson (1993). The instruments included a pre/posttest of hypertext reading comprehension, a pre/posttraining questionnaire for assessing the participants' familiarity with general reading strategies, a pre/posttest of reading comprehension, and an attitude questionnaire towards Web-based reading strategy instruction. Findings indicated that after reading strategy program, the participants' frequent usage of each reading strategy increased significantly and, consequently, they performed better at the reading tasks in Web-based and conventional conditions. Furthermore, the group had positive attitudes towards Web-based reading strategy instruction.

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“…The training programme was developed by the researchers based on the model proposed by Macaro (2001Macaro ( , 2006, O'Malley and Chamot (1990) or Oxford (1990) which promotes initial awareness raising, practice, scaffolding and evaluation. The reading strategies can be found on Table 4.…”

Section: Instrumentsmentioning

confidence: 99%

“…

aim of this study is to investigate the effects of a metacognitive reading strategy training in two educational contexts, CLIL and EFL, and reflect on how learners can benefit from this learning approach. Participants (N =145

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confidence: 99%

Comparing the benefits of a metacognitive reading strategy instruction programme between CLIL and EFL primary school students

Martínez¹,

Zarobe²

2017

Elia

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Comparing the benefits of a metacognitive reading strategy instruction... (Wenden & Rubin, 1987;O'Malley & Chamot, 1990;Chamot & O'Malley, 1994;Cohen & Macaro, 2007;Chamot, 2008; Cohen, 2011, entre otros) han demostrado que el uso de las estrategias de aprendizaje produce un efecto positivo en el éxito de los hablantes aunque este campo no ha estado exento de controversia (Rees-Miller, 1993; Dörnyei y Skehan, 2003;Dörnyei, 2005;Manchón, 2008;Macaro, 2006Macaro, , 2007Macaro, , 2010 aim of this study is to investigate the effects of a metacognitive reading strategy training in two educational contexts, CLIL and EFL, and reflect on how learners can benefit from this learning approach. Participants (N =145

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Learning Strategies in Second Language Acquisition

Cited by 2,035 publications

References 0 publications

Malaysian Gifted Students’ Use of English Language Learning Strategies

Malaysian Gifted Students’ Use of English Language Learning Strategies

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

Comparing the benefits of a metacognitive reading strategy instruction programme between CLIL and EFL primary school students

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