On the Relationship between Language Learning Strategies and Language Proficiency in Indian Universities

Ranjan, Ranjeeva; Philominraj, Andrew; Saavedra, Rodrigo Arellano

doi:10.29333/iji.2021.1435a

Cited by 7 publications

(6 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since language learners are not often rote or passive learners when meaningful or good memorization strategy is applied, many researchers find that memorization has positive effects on language learning ( Li, 2012 ; Hashim, 2015 ). In many studies ( Hong-Nam and Leavell, 2007 ; Sung, 2011 ; Ranjan et al, 2021 ), the role that memorization plays in FFL is investigated by using Oxford’s Strategy Inventory for Language Learning (SILL) or other questionnaires concerning memorization use. For example, by application of SILL, together with a semi-structured interview, an open-ended questionnaire and the respondents’ online interactions in a language task, the study by Shakarami et al (2011) finds that the Malaysian Net-Generation frequently uses memorization strategy with a proposal to re-conceptualize the notion of memorization strategy in SILL to cope with learner’s needs.…”

Section: Memorization In Fllmentioning

confidence: 99%

Memorization strategy and foreign language learning: a narrative literature review

Wang

2023

Front. Psychol.

View full text Add to dashboard Cite

Memorization strategy as a subset of language learning strategy (LLS) has long been investigated to explain foreign language learners’ learning behaviors and uncover the role that it plays in foreign language learning (FLL). In the past half century, the focus of memorization research in FLL has been shifted from Memorization, Vocabulary Memorization to Text Memorization, which are termed with consideration of the length of language material to memorize. Since memorization strategy use is greatly influenced by varieties of psychological and socio-culture variables, the memorization strategy system becomes more complicated in the process of FLL. The present narrative review attempts to provide an overview of memorization strategy research in the field of FLL by discussing the concepts, categorizations, uses, instructions and influential factors of the three types of memorization strategies. By reviewing the existing studies, this paper proposes that in future research, diversified methods be deployed with the expansion of research perspectives and the enrichment of research topics to reveal the relationship between memorization strategy and FLL more extensively.

show abstract

Section: Memorization In Fllmentioning

confidence: 99%

Memorization strategy and foreign language learning: a narrative literature review

Wang

2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…A positive psychological increase in student learning affects student activity in education (Feng et al, 2020). Students who learn with enthusiasm can better design and achieve learning objectives (Almusharraf & Bailey, 2021;Ranjan et al, 2021). Students can understand the teaching delivered by the teacher.…”

Section: A Language Acquisition Through the Nlp Approachmentioning

confidence: 99%

Language Learning With Neurolinguistic Programming: An Integrative Review

Rustan¹

2022

jltr

View full text Add to dashboard Cite

The neurolinguistic programming (NLP) approach is being widely applied in learning. However, there are no review articles related to the application of NLP in language learning. This review aims to present a synthesis of literature on the effectiveness of NLP application in language learning in terms of methods, learning aspects, changes in language skills, and student learning psychology. An integrative review was conducted using five databases, namely, EBSCO, Wiley, ProQuest, ScienceDirect, and JSTOR. Keywords were used to search for and collect data in English related to language learning using the NLP approach published from 2011 to 2021. Based on the 15 articles reviewed, the visual, auditory, and kinesthetic (VAK) learning method is most often applied in language learning. Most teachers use NLP in language learning in speaking and writing skills. Applying the NLP method in language learning can improve students’ language skills and change students’ psychological learning in a positive direction

show abstract

“…It was proven and adopted in various research around the world as well (Danko & Dečman, 2019;de Zarobe & Smala, 2020;M. Lestari & Wahyudin, 2020;Nesrine Aoudjit, 2018;Park & Kim, 2017;Ranjan et al, 2021;Saks & Leijen, 2016;Stander, 2020). SILL is a selfreporting questionnaire using 5 Likert scale to assess the learners' language learning strategies consisting of six main categories such as memory, cognitive, compensation, metacognitive, affective, and social strategies.…”

Section: Research Instrumentsmentioning

confidence: 99%

“…Further, direct strategies consist of memory, cognitive, compensation, while indirect strategies include metacognitive, affective, and social. Those learning strategies are crucial for language learners as plentiful research has been reported to prove that language learning strategies are also as one of best predictors of learners' language achievements (Bruen, 2017;Habók et al, 2022;Keezhatta, 2020;Nazari & Warty, 2018;Park & Kim, 2017;Ranjan et al, 2021;Suwanarak, 2019).…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students

Khoiriyah

Soeparto

2022

Eralingua

View full text Add to dashboard Cite

Abstract. This research aims to analyze the students’ language learning strategies (henceforth LLSs) in online CLIL-oriented classroom and to explore the students’ suggestions toward their online learning in relation to their LLSs. Through a mixed-method, this research involved nineteen students who were enrolled in the psychology department's "International Class" at an Indonesian private university. Strategy Inventory for Language Learning (SILL) questionnaire was distributed followed by conducting semi-structured interview. The finding revealed that all of the participants utilized all of LLSs such as memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies. Cognitive and metacognitive strategies were considered as the most dominant strategies used during online learning, while affective and social strategies were the least preferable strategies. Based on the student’ response, this might be due to the fact that students are fully responsible for managing the overall learning process and evaluating their learning more frequently to achieve the learning goals, including content knowledge and academic language learning, when using online learning modes, either synchronous or asynchronous, Thus, some suggestions were addressed in terms of lecturers’ scaffolding, structured pre-class activities and collaborative learning. In conclusion, the students adopted high cognitive and metacognitive strategies followed by compensation strategies and other strategies such as social, memory and affective strategies respectively. Yet,CLIL teachers were also suggested to provide online learning activities which also facilitate social strategies as it was deemed by students to have more active participation in online classes. This provides some insight and pedagogical suggestions how EFL teachers or content teachers to facilitate their students to have more effective learning process based on their learning strategies.Keywords: Language Learning Strategies; Online CLIL classroom; Students’ voices

show abstract

On the Relationship between Language Learning Strategies and Language Proficiency in Indian Universities

Cited by 7 publications

References 26 publications

Memorization strategy and foreign language learning: a narrative literature review

Memorization strategy and foreign language learning: a narrative literature review

Language Learning With Neurolinguistic Programming: An Integrative Review

Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students

Contact Info

Product

Resources

About