The Effect of Attitude on L2 Learners’ Choice of Compensation &amp; Meta-cognitive Strategies

Zarei, Abbas Ali; Elekaei, Atefeh

doi:10.7575/ijalel.v.2n.1p.186

Cited by 4 publications

(5 citation statements)

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“…When the relative importance of extrinsic and intrinsic motivation was investigated (Ziaosseini & Salahi, 2008), intrinsic motivation was found to correlate significantly with the choice of language learning strategies, while extrinsic motivation was not. In terms of the correlation between motivation and learning strategy types, Zarei and Elekaei (2013) found that students' learning motivation levels influenced the use of memory, compensation, and practical strategies. However, they did not influence cognitive, metacognitive, and social strategies.…”

Section: Discussionmentioning

confidence: 99%

Strategies of Learning Reading Skill Across Attitudinal/Motivational Attributes and Their Predictive Power Toward Reading Comprehension

Mistar¹,

Zuhairi²

2023

Advances in Social Science, Education and Humanities Research

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The present paper illustrated how learners' attitudes and motivation in English learning correlate with their strategies for learning reading skills. In addition, how their reading learning strategies predict reading comprehension skills was also revealed. In this case, 664 students of the English education department in Indonesia were selected as the study subjects. Participants were asked to complete a 65-item Strategy Inventory for Reading Skill Learning (SIRSL), a 76-item Attitude/Motivation Test Battery (AMTB), and a 15-item self-assessment of reading comprehension skills. The collected data were analyzed by using Pearson product-moment correlation. The study found that attitudinal/motivational attributes correlate significantly with the general use of strategies for reading skill learning. In addition, it is also found that reading skill learning strategies are significant predictors of reading comprehension achievement (r = .524, p < .000), with text/sentence structure processing strategies and extra-linguistic processing strategies being the best predictors. These findings demonstrated that classroom teachers should be able to develop students' positive attitudes and strong motivation to learn English to improve their use of strategies in learning reading. Moreover, linguistic and extra-linguistic processing strategies should be emphasized in reading instruction as they best predict the students' reading skills.

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Section: Discussionmentioning

confidence: 99%

Strategies of Learning Reading Skill Across Attitudinal/Motivational Attributes and Their Predictive Power Toward Reading Comprehension

Mistar¹,

Zuhairi²

2023

Advances in Social Science, Education and Humanities Research

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“…Istraživanje koje je obuhvatalo učenike na početnom nivou učenja engleskog jezika u Iranu pokazuje da oni koriste razne vrste kompenzatornih strategija kako bi preneli poruku prilikom govorne produkcije (Karbalaei & Taji, 2014). Zarei i Elekaei (Zarei & Elekaei, 2013) istražuju uticaj stava na izbor kompenzatornih i metakognitivnih strategija, sa zaključkom da stav iranskih studenata koji uče engleski jezik kao strani u znatnoj meri utiče na izbor kompenzatornih strategija.…”

Section: Pregled Rezultata Dosadašnjih Istraživanjaunclassified

Upotreba Kompenzatornih Strategija Za Učenje U Nastavi Engleskog Jezika Na Nivou Osnovne Škole

Stanišljević¹

2020

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Kompenzatorne strategije pripadaju grupi strategija za učenje koje učenicimapomažu da prevaziđu ograničenja sa kojima se susreću prilikom učenja stranog jezika.Stoga, cilj ovog kvantitativnog istraživanja jeste da se utvrdi u kojoj meri učenici šestog,sedmog i osmog razreda osnovne škole koriste kompenzatorne strategije za učenjeengleskog jezika kao stranog. Istraživanje je sprovedeno početkom drugog polugodištaškolske 2016/2017. godine na uzorku od 90 učenika šestog, sedmog i osmog razredaosnovne škole „Dositej Obradović“ iz Opova. Za prikupljanje podataka korišćen jestandardizovani upitnik Inventar strategija za učenje jezika (ISUJ, engl. Strategy Inventoryfor Language Learning (SILL)) autorke Rebeke Oksford (Oxford, 1990). Podaciistraživanja analizirani su kvantitativnom metodom. Dobijeni rezultati istraživanja pokazujuda učenici šestog, sedmog i osmog razreda osnovne škole koriste kompenzatornestrategije sa prosečnom vrednošću 2.77, što predstavlja srednju učestalost upotrebe.Ovaj rad ukazuje na važnost upotrebe kompenzatornih strategija u nastavi engleskogjezika na nivou osnovne škole. Pedagoške implikacije ovog rada odnosile bi se na obukuučenika kompenzatornim strategijama kako bi postigli opšti cilj nastave engleskog jezika,a to je postizanje komunikativne kompetencije.

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“…Similarly, Zarei and Elekaei (2013) investigated the effect of attitude on the choice of compensation and meta-cognitive strategies of compEnsation stratEGiEs…”

Section: Hong-nam and Leavellmentioning

confidence: 99%

“…Commonly, they use compensation strategies, which enhance their accomplishment. For example, students simply refrain from conversation or topics for which they have no adequate vocabulary knowledge; they switch to their first language or ask for help (Moattarian & Tahririan, 2013;Pazhakh, 2007;Tajeddin & Alemi, 2010;Zarei & Elekaei, 2013;). …”

Section: Introductionmentioning

confidence: 99%

Estrategias de Compensación: Seguimiento al Nivel de Avance de la Expresión Oral de los Estudiantes de Inglés como Lengua Extranjera

Karbalaei

Taji

2014

GIST

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The present study aimed to determine the compensation strategies used by Iranian elementary EFL learners across the speaking skill. The participants of this study were a sample of 120 EFL elementary male and female learners whose ages ranged between 11 and 25 at a language institute in Rostam, Iran. The main participants were homogenized through the Standardized Key English Test (KET). After the administration of the proficiency test, some oral exams consisting of different speaking topics were administered in the first and following sessions of the course with the purpose of observing and identifying the compensation strategies used by the EFL learners with the same proficiency level. Oxford's typology of compensation strategies was prepared in form of a checklist to facilitate fast recording of observable compensation strategies in an oral exams. The students' speaking on the given topics merely served as an opportunity to observe students' use of compensation strategies. The results indicated that Iranian EFL students tended to use various kinds of compensation strategies in communicating their intended meanings.Keywords: Communicative competence, strategic competence, compensation strategies, language learning strategies 1 Received: June 6, 2014 / Accepted: October 6, 2014 2 alireza_karbalaei_2007@yahoo.com , tarane.negin@yahoo.com Gist Education and LEarninG rEsEarch JournaL. issn 1692-5777. no. 9, (JuLy-dEcEmbEr) 2014 No. 9 (July -December 2014) 89Resumen El presente artículo intenta determinar las estrategias de compensación utilizadas por los estudiantes iraníes de primaria a través de la expresión oral. La población objetivo del estudio fueron 120 estudiantes (hombres y mujeres) de primaria, cuyas edades oscilaban entre los 11 y los 25 años, en un instituto de inglés en Rostam, Irán. Se aplicó el examen estandarizado de inglés KET para homogenizar la muestra. Después de la administración del examen de competencia, algunos exámenes orales consistían en diferentes temas de lengua, los cuales fueron administrados en la primera y en las siguientes sesiones del curso con el propósito de observar e identificar las estrategias de compensación usadas por los estudiantes de inglés como lengua extranjera con el mismo nivel de competencia. Se utilizaron estrategias de compensación correspondientes a la tipología Oxford para el diseño de la lista de control, en aras de facilitar la rápida grabación de estrategias de compensación observadas en el examen oral. Los temas asignados a los estudiantes para el examen oral sirvieron simplemente como una oportunidad para observar las estrategias de compensación usadas por los estudiantes. Los resultados indicaron que los estudiantes iraníes tienden a usar varios tipos de estrategias de compensación para comunicar el significado exacto de lo que pretenden transmitir.Palabras clave: Competencia comunicativa, competencia estratégica, estrategias de compensación, estrategias de aprendizaje de una lengua Resumo O presente artigo tenta determinar as estratégias de compen...

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The Effect of Attitude on L2 Learners’ Choice of Compensation & Meta-cognitive Strategies

Cited by 4 publications

References 18 publications

Strategies of Learning Reading Skill Across Attitudinal/Motivational Attributes and Their Predictive Power Toward Reading Comprehension

Strategies of Learning Reading Skill Across Attitudinal/Motivational Attributes and Their Predictive Power Toward Reading Comprehension

Upotreba Kompenzatornih Strategija Za Učenje U Nastavi Engleskog Jezika Na Nivou Osnovne Škole

Estrategias de Compensación: Seguimiento al Nivel de Avance de la Expresión Oral de los Estudiantes de Inglés como Lengua Extranjera

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