Learner Effectiveness: A Cause of Learner Strategy Use?

Mohammadreza Yousefi Halvaei, Ali Akbar Ansarin

Abstract


The study of the individual learner differences including learner effectiveness has been a genuine concern for second language researchers. The present study strived to examine the impact of learner effectiveness on the language learners’ learning strategy use. According to this purpose, first, the researchers developed the two-part 40-item learning strategy questionnaire of the study according to the strategy questionnaire developed by Wong and Nunan (2011). Second, they selected 441 students (224 male & 217 female) studying at the first year of their graduate program at universities in East Azerbaijan Province (Iran) as the participants of the study. Third, they administered the questionnaire of the study to the chosen participants and asked them to complete it. Finally, the researchers employed the chi-square test to analyze the collected data of the study. Based on the results of the study, there were significant differences between the more effective and less effective EFL learners’ use of language learning strategies. On the basis of these results, it was argued that the syllabus designers should include specific parts in the teaching materials of the EFL classrooms in which the learners become familiar with various learning strategies and are trained to employ the most efficient strategies for the performance of language learning tasks. Similarly, it was pointed out that the EFL teachers should familiarize their learners with the diverse language learning strategies and their predominant role in the process of second language acquisition.

Keywords


Affective Factors, Cognitive Factors, Individual Learner Differences, Learner Effectiveness, Learning Strategies

Full Text:

PDF

References


Bidabadi, F. S., & Yamat, H. (2010). The relationship between listening strategies employed by Iranian EFL freshman university students and their learning style preferences. European Journal of Social Sciences, 16(3), 351-359.

Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130.

Chamot, A. U., & Rubin, J. (1994). Comments on Janie Rees-Miller’s “A critical appraisal of learner training: Theoretical bases and teaching implications”. TESOL Quarterly, 28, 771–776.

Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow: Longman.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah: Lawrence Erlbaum.

Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Oxford: Blackwell.

Ellis, R. (2008). The study of second language acquisition (2nd Ed.). Oxford: Oxford University Press.

Gan, Z. (2004). Attitudes and strategies as predictors of self-directed language learning in an EFL context. International Journal of Applied Linguistics, 14(3), 389-411.

Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.

Horwitz, E. K. (2000). Teachers and students, students and teachers: An ever-evolving partnership. The Modern Language Journal, 84, 523-535.

Hsiao, T. Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86(3), 368–383.

Naiman, N., Fröhlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education.

Nunan, D. (1991). Language teaching methodology. London: Prentice Hall.

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.

O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, G., & Kupper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19 (4), 285-296.

Oxford, R. L. (2003). Language learning styles and strategies: Concepts and relationships. IRAL, 41 (4), 271-278.

Oxford, R. L. (2001). Language learning styles and strategies. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 359-366). Boston: Heinle & Heinle.

Oxford, R. L. (1999). Learning strategies. In B. Spolsky (Ed.), Concise encyclopedia of educational linguistics (pp. 518-522). Oxford: Elsevier.

Oxford, R. L. (1996). Afterword: What have we learned about language learning strategies around the world? In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 247–249). Honolulu: University of Hawaii Press.

Oxford, R. L. (1993). Research on second language learning strategies. Annual Review of Applied Linguistics, 13, 175–187.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.

Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17, 235–247.

Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for windows (3rd Ed.). Berkshire: McGraw-Hill House.

Randi, J., & Corno, L. (2000). Teacher innovations in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 651-685). San Diego: Academic Press.

Reiss, M. A. (1983). Helping the unsuccessful language learner. The Canadian Modern Language Review, 39, 257–266.

Reiss, M. A. (1985). The good language learner: Another look. The Canadian Modern Language Review, 41, 511–523.

Riding, R., & Rayner, S. G. (1998). Cognitive styles and learning strategies: Understanding style differences in learning and behavior. London: David Fulton.

Shakarami, A., & Abdullah, M. (2010). Iranian engineering and political science graduate students studying abroad. Educational Research and Reviews, 5(2), 35-45.

Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.

Snow, R. E., Corno, L., & Jackson, D. N. (1996). Individual differences in affective and conative functions. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 243-310). New York: Macmillan.

Tarone, E. (1981). Some thoughts on the notion of communication strategy. TESOL Quarterly, 15, 285-295.

Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 727-747). San Diego: Academic Press.

Willing, K. (1994). Learning strategies in adult migrant education. Sydney: National Centre for English Language Teaching and Research.

Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173–187.

Wintergerst, A. C., DeCapua, A., & Verna, M. A. (2003). Conceptualizing learning style modalities for ESL/EFL students. System, 31 (1), 85-106.

Wong, L. L. C., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39, 144-163.




DOI: https://doi.org/10.7575/aiac.ijels.v.6n.4p.1

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.