Strategy-based English language instruction: the impact on the language proficiency of young gifted learners

Yıldırım, Rana; Akçayoğlu, Duygu Işpinar

doi:10.1080/03004279.2012.759606

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Duman et al (2021) explored working memory and language aptitude as variables in affecting learners' listening SBI outcomes. Yildirim and Akcayoglu (2015) investigated young, gifted learners receiving SBI and concluded that SBI can ''enhance their already established attitude to make their language learning quick, easy, effective and enjoyable'' (p. 97).…”

Section: Introductionmentioning

confidence: 99%

A Bibliometric and Content Analysis of Strategy-Based Instruction in Second or Foreign Language Teaching From 2000 to 2021

2023

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This systematic review aims to identify the research trend and gap of strategy-based instruction research in second or foreign language domain from 2000 to 2021. The study involves both bibliometric and content analysis. To gain an overall understanding of the research on strategy-based instruction, this study employs keywords co-occurrence analysis to analyze data obtained from Web of Science and Scopus. The content analysis coded four themes: learning context, research objects, intervention framework, and indicators. The bibliometric findings offered analytical information on keywords, sources, and regions of selected documents, revealing the latest research focuses. The findings of content analysis further explored each document and provided in-depth data concerning learning contexts and research objects. The content analysis also indicates characteristics of successful SBI design by outlining the contexts and implementations of interventions. The results of this study can be useful resources to researchers intending to conduct research in SBI field, since the study discussed both what has been done (existing research focuses) and what needs to be done (research trends and research gap).

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Section: Introductionmentioning

confidence: 99%

A Bibliometric and Content Analysis of Strategy-Based Instruction in Second or Foreign Language Teaching From 2000 to 2021

2023

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“…(Yunlin Shi, 2008;Thitipat Watthjarukiat, 2012, Rana Yildirim, 2015) As a form of learner-focused language teaching, SBI explicitly combines strategy training activities with everyday classroom language instruction (see Oxford, 2001;Cohen & Dörnyei, 2002). SBI emphasizes both explicit and implicit integration of language learning and use strategies in the language classroom and the key underlying premise of SBI is that the learners should be given the opportunity to understand not only what they can learn in the language classroom, but also how they can learn the language they are studying more effectively and efficiently (Cohen, 2007).…”

Section: Strategy Based Instruction (Sbi)mentioning

confidence: 99%

Literature review of Strategy Based Instruction (SBI) development in Teaching English as Second Language(TESOL)

Shi¹

2017

Proceedings of the 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (

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Abstract. This paper is a literature review of Strategy-based instruction in Teaching English as Second Language (TESOl) around the world. With the globalization and modernization, English plays increasing role in exchange and communication, then how to improve the teaching efficiency in TESOL becomes more important. SBI combines the real teaching and learning strategy instruction esp.the examples and specific purposed practice. Many teachers around the world have been employing this strategy in real teaching practice, some got significant result in comparison, some think it potentially helpful although no obvious except only minor empirical database analysis advantage.

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“…However, insufficient attention on the learners with gifts and talents who speak English as a second or foreign language in different countries has been well documented in the literature (e.g., Blackburn, Cornish, & Smith, 2016; Harris et al, 2009; Pereira & de Oliveira, 2015). Regarding such underrepresentation, the picture is almost the same in Turkey, although there have been a few local research studies (e.g., Akçayoğlu, 2011; Bulut, 2010; Ocak & Beşkardeş Günay, 2009; Yildirim & Akçayoğlu, 2013; Yurtbaşi, 2016). Yurtbaşi (2016) suggested a unique methodology to meet the special needs of gifted learners in terms of improving their English oral proficiency, yet no empirical evidence was provided as to whether the method contributed to improve the speaking proficiency of gifted learners.…”

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confidence: 99%

“…Yurtbaşi (2016) suggested a unique methodology to meet the special needs of gifted learners in terms of improving their English oral proficiency, yet no empirical evidence was provided as to whether the method contributed to improve the speaking proficiency of gifted learners. Yildirim and Akçayoğlu (2013) investigated the impact of strategy-based English language instruction on the language proficiency of gifted learners. Ocak and Beşkardeş Günay (2009) explored the use of a metaphor system in gifted and talented learners’ foreign language (English) teaching process.…”

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confidence: 99%

A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners

Yıldırım

Akçayoğlu

2018

Journal for the Education of the Gifted

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This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and two English teachers working with these students. Data were collected through repertory grids, written accounts of the students, and retrospective interviews. Findings include implications for designing appropriate instruction for gifted EFL learners and teacher educators who work with these specific learners.

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Strategy-based English language instruction: the impact on the language proficiency of young gifted learners

Cited by 4 publications

References 15 publications

A Bibliometric and Content Analysis of Strategy-Based Instruction in Second or Foreign Language Teaching From 2000 to 2021

A Bibliometric and Content Analysis of Strategy-Based Instruction in Second or Foreign Language Teaching From 2000 to 2021

Literature review of Strategy Based Instruction (SBI) development in Teaching English as Second Language(TESOL)

A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners

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