Language Learning Strategies of EFL College Students
Abstract
The objectives of the research were (1) to investigate the most dominant language learning strategies (LLS) used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2) to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1) metacognitive strategies was the most dominant LLS used, and (2) the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1) the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2) the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students.
Downloads
References
Chang, C. Y., Liu, S. C. & Lee, Y. N. (2007). A Study of Language Learning Strategies Used by College EFL Learners in Taiwan.
Deneme, S. (2008). Language Learning Strategy Preferences of Turkish Students. Journal of Language and Linguistic Studies, 4(2).
Dhanapala, K. V. (2007). Focus on Language Learning Strategies of Advanced Learners in Japan and Sri Lanka. Journal of International Development and Cooperation, 13(1) pp. 153-164.
Gay, et al. (2006). Educational Research. New Jersey: Pearson Prentice Hall.
Green, J. M., & Oxford, R. (1995). A Closer Look at Learning Strategies, L2 Proficiency, and Gender. TESOL Quarterly, 29(2), pp. 261-297.
Larsen-Freeman, D. & Long, M. H. (1991). An Introduction to Second Language Acquisition Research. New York: Longman Inc.
Oxford, R. L. (1990). Language learning strategies and beyond: A look at strategies in the context of styles. In S.S. Magnan (Ed.), Shifting the instructional focus to the learner pp. 35-55. Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
Rahimi, R. & Saif. (2004). An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. RCLA. CJAL Journal, 11, (pp.31-60).
Saricoban, A., & Saricaouglu, A. (2008). The Effects of the Relationship between Learning and Teaching Strategies on Academic Achievement. Novitas-Royal, 2 (2), pp. 162-175.
Simsek, A. & Blaban, J. (2010). Learning Strategies of Successful and Unsuccesful University Students. Contemporary Educational Technology. Anadolu University, Turkey.
Vann, R. J. & Abraham, R. G. (1990). Strategies of Unsuccessful Language Learners. TESOL Quarterly, 24, pp. 177-198.
Williams, M. & Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.
Copyright (c) 2017 Dewi Furwana
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
By submitting the manuscript of the article, the authors agree with this policy with no specific document sign-off required.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe the rights of others).
- they agree to Ethical Lingua license and copyright agreement.
All articles published by Ethical Lingua are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Ethical Lingua.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ethical Lingua.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
