Learning Strategy Training and the Shift in Learners’ Beliefs About Language Learning

Abstract

This study examines the impact of teaching learning strategies on learners' beliefs about language learning and reading comprehension ability. Participants were 78 university freshmen studying English language teaching, translation, and literature. They were divided into two groups. The experimental group received a number of learning strategies adopted and adapted by the researchers, including concept-mapping, vocabulary notebook, passage restatement, dictionary use, summary writing, and guessing. The treatment was carried out 4 hr a week for 15 consecutive weeks. The Language Learners' Beliefs Scale, developed and validated by Birjandi and Mohammadi, and the reading comprehension section of Cambridge Preliminary English Test (PET) were administered before and after the treatment to identify the students' shifts in beliefs about language learning and to measure reading comprehension ability, respectively. The results of independent t test indicated that the instruction of learning strategies changed the university students' beliefs about language learning. Furthermore, learning strategy instruction could boost their reading comprehension ability.

Attitude toward Enhancing Extensive Listening through Podcasts Supplementary Pack

“…For instance, studies in Iran at Imam Reza International University (Akbari & Razavi, 2015), at Qom University (Rahimirad & Moini, 2015) and three other studies at Islamic Azad University (Ashraf, Noroozi, & Salami, 2011;Habouti, Mahmoodi, & Ziaei, 2015;Mohammadi, Birjandi, & Maftoon, 2015) to name a few, have pointed that podcasts promote EFL listening as learners lack opportunities to communicate in English outside classrooms.…”

Unraveling the Use of Cognitive and Metacognitive Learning Strategies Among Moroccan Efl First-Semester University Learners

“…However, though the use of monitoring, as argued by Brezin (1980), is invariably reflected by skilled learners, it can be further reinforced through the delivery of explicit strategy training which plays a pivotal, unparalleled role in enabling learners to adeptly take control over the sense-making acts and optimally proceed in differing learning situations. This notion is tacitly highlighted by many educational researchers (e.g., Ahour & Mohseni, 2014;Mohammadi, et al, 2015;Oktoma, et al, 2020) who espouse the essentiality of strategy instruction in the educational field.…”

Tracing the Changes in Reading Scores and Learning Style Preferences through Reading Strategy Training

“…According to the findings, it can be stated that the reading strategy training which lasted for eight weeks do not have a significant impact on student reading achievement scores which is not in line with literature. However, researchers such as Mohammadi, Birjandi and Maftoon (2015), Carrell, Pharis and Liberto (1989) and Fehrenbach (1991) argue that it is possible to increase students' reading comprehension levels with reading strategy training. On the other hand, there are studies that provide similar findings with this study.…”