Education | Andragogy » Ying Chien Cheng - Language Learning Strategy Use of Applied English Department Students in a University of Technology

Source: http://www.doksinet Language Learning Strategy Use of Applied English Department Students in a University of Technology Ying-chien Cheng Tungnan University Abstract This study aims to investigate the use of English learning strategies by a group of technological university students. Participants in this study are two hundred and eighty-three students in the Applied English Department of a private university of technology located in Shenkeng, Taipei. Oxford’s Strategy Inventory for Language Learning (SILL) (1989) consisting of 50 questions was the primary instrument. The five-point Likert scale format questionnaire consists of 50 items which can be classified into six learning strategies (memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, social strategies). The results of the study show that memory strategies and compensation strategies are the two most frequently used learning strategies for these technological

students whereas meta-cognitive strategies and cognitive strategies are the two least frequently used learning strategies for these technological students. The results agree with Chen’s (2002), Wu’s (2002), and Lai’s (2009) study. The recommendations of this study are as follows: qualitative research is encouraged for future studies. A wider range of public and private institutions, and locations throughout Taiwan are strongly recommended. Other variables influencing the use of learning strategies should also be explored. . Keywords: English learning strategies, five-point Likert scale, qualitative research 1 Source: http://www.doksinet Background of the Study English has been one of the most widely spoken languages. However, learning English is not easy for Chinese people whose language has much difference from English. English communicative ability is not easy to be obtained, either In this case, language learning strategies help people in Taiwan learn English in more

effective and efficient ways. Oxford (1990) states that appropriate language learning strategies facilitate successful language performance. Nyikos and Oxford (1993) and Ellis (1997) agree that the potential benefits of the study of language learning strategies are considerable and learning strategies are teachable. Students who use appropriate learning strategies take responsibility for their own learning and become active learners. To most technological university students, English is still a difficult language for them, and this fact motivates the researcher to examine students’ use of language strategies. The research is conducted in order to analyze students’ use of language strategies in a university of technology and facilitate them to learn English efficiently. Research Purposes The purpose of this study is to investigate the use of English learning strategies by a group of technological university students who are English majors studying in a private university of

technology, located in Shenkeng, Taipei. The results of this study will provide insights into how to identify the factor of English language proficiency affecting the use of the six categories of language learning strategies. Such an exploration may help students understand their own learning processes and can exert some control over these processes so that they can be efficient, motivated, and independent language learners. Research Questions In accordance with the purposes of the research, this study aims to explore the following research questions. 1. What are the two most frequently used learning strategies for these technological students? 2 Source: http://www.doksinet 2. What are the two least frequently used learning strategies for these technological students? Limitations of the Study 1. The five-point Likert scale format questionnaire has high reliability and validity Despite these, the results will be unavoidably limited by the nature of the instrument used. 2. The

results are specific to the 283 participants of this school and should not be used to make generalizations pertaining to all technological university students in Taiwan. Significance of the Study The study explores the use of English learning strategies by students of a private university of technology located in Shenkeng, Taipei. The results of this study provide teachers with insights into how learners actually learn in a large classroom setting. The findings and recommendations can also provide teachers with further insights into the factor of English language proficiency involved in determining strategy use. Thus, the results of the study may help teachers improve their teaching methods and develop more individualized instruction and appropriate teaching methodologies. Literature Review According to Oxford (2003), there are two key variables affecting language learning: learning styles and learning strategies. The former refer to the general approaches to learning a language

whereas the later refer to the specific behaviors or thoughts learners use to enhance their language learning. These two factors help determine how and how well our students learn a second or foreign language. As to the definitions of language learning strategies, Richards and Platt (1992) stated that learning strategies are “intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information”(p. 209) Cohen (1998) defined language learning strategies as “Those processes which are consciously selected by learners and which may result in action taken to enhance the learning or use of a second or foreign language through the 3 Source: http://www.doksinet storage, retention, recall, and application of information about that language” (p. 4) Oxford (1990) defined learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more effective, and more

transferable to new situations” (p. 8) With regard to the characteristics of language learning strategies, Oxford (1990) concludes that language learning strategies are problem-oriented, flexible, and teachable. Learners use these tools to solve problems, to accomplish tasks, and to reach goals. Learners do combine strategies in a predictable way, but they are not always found in a predictable sequence or precise patterns because every learner is different and unique. Oxford states that strategy training is a good way to guide learners to become “more conscious of strategy use and more adept at employing appropriate strategies” (p. 12) Oxford further concludes that all language learning strategies are related to control, goal-directness, autonomy, and self-efficacy. Goals spark language learning action and provide the direction for action. Gradually learners become more self-directed through the use of language learning strategies. Through the process of self-regulation, the

learner can become successful. They do not always need the teacher to guide them to use the language beyond the classroom. Little by little they become more confident and motivated. Oxford (1990) also mentions that language learning strategies expand the role of language teachers. The teacher’s role is not just to provide information for the learner to learn but also to assist learners in their understanding of themselves. Teachers should help students identify their learning strategies and make them become more independent. Teachers can provide learners with an opportunity to discover their cognitive style, their learning strengths and weaknesses. Therefore, learning strategies are flexible and it is logical to think that they can be taught and learners can be trained in their management. Learning strategies help students consciously control how they learn so that they can be efficient, motivated, and independent language learners. Oxford (1990) developed a new language learning

strategy system, which includes two main classifications: direct strategies and indirect strategies. Direct strategies are specific ways that involve use of language, sub-divided into memory, cognitive and compensation strategies. Indirect strategies do not directly involve using the language, but they support language learning (Ehrman & Oxford, 1990), and are further divided into metacognitive, affective, and social strategies. The six strategy categories (three direct and three indirect) are interconnected. They support, interact with, and help each other (Lee, 2010). Macaro (2001) pinpointed that Rebecca Oxford’s (1990) Strategy Inventory for Language Learning (SILL) is the most 4 Source: http://www.doksinet influential instrument in the area of language learning strategies. The descriptions for each of Oxford’s (1990) category of strategy are as follows. Memory strategies help learners save and use the information. The strategies are the most important in all strategies.

People use the strategies to memorize new words or grammar. Cognitive strategies promote learners to realize and make use of language; it contains practices, and reception of language. They learn by practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input. When you find something you can’t memorize easily, you can use the strategies. Compensation strategies help learners offset their shortage of language learning ability. The strategies can help learners come up with the solutions when facing difficulties. They can help learners guess intelligently, overcome limitations in speaking and writing. Since you can’t understand every word, the strategies can help you guess the meaning of the words. Meta-cognitive strategies are the strategies that learners use to unite the process of language learning. They contain focusing on one goal, drawing up a learning target, and evaluating oneself. If you are centering your learning, arranging and

planning, evaluating your learning, then you use meta-cognitive strategies. Affective strategies help learners adjust their learning emotion, attitude, intentions, and the standard of value. Affective strategies are lowering your anxiety, encouraging yourself, and taking your emotional temperature. The strategies can help you release your emotion. Social strategies help learners learn through asking questions, cooperating with others, and realizing other people’s feeling. If you contact others, then you are using these strategies. Our relationship between people is important, and the relationship can help us to do something that we can’t finish it by ourselves. Regarding the research on language learning strategies used by successful and unsuccessful learners, Vann and Abraham (1990) conclude that the unsuccessful learners could not appropriately apply the strategies to a task as well as successful learners. Vann and Abraham (1990) suggest that these unsuccessful learners need to

learn more metacognitive strategies. Successful learners appear to find strategies that 5 Source: http://www.doksinet are effective for them as individuals (Riding & Rayner, 1998). Gerami and Baighlou (2011) indicate that successful EFL students use a wider range of learning strategies. Successful EFL students often use metacognitive strategies while unsuccessful EFL students tend to use surface level cognitive strategies. Afdaleni (2013) states that the more successful learners used more language learning strategies in their reading comprehension. On the other hand , the less successful learners used fewer language learning strategy in their reading comprehension. Grossmann (2011) suggest that successful learners use strategies that reinforce their strengths and counteract their weaknesses and successful learners use learning strategies more often and more appropriately than unsuccessful learners. Concerning the research on the factor of language proficiency level influencing

the choice of language learning strategies, the results of Wu’s (2002) study reveal that older and more proficient readers showed more awareness of their metacognitive skills. High-proficient readers tend to use interactive strategies in learningrelying on both graphic and contextual information in reading. By contrast, low proficiency readers tend to use bottom-up strategies for processing information in readingtrying to learn from the parts of language (letters, word patterns) to understanding the whole text (meaning). Chen’s (2002) study concludes that high English proficiency students seldom use memory strategies and low English proficiency students use compensation strategies most frequently. Lai (2009) indicates that the more proficient learners use metacognitive strategies and cognitive strategies most frequently and memory strategies least frequently. The less proficient learners, on the other hand, prefer memory strategies to cognitive and metacognitive strategies.

Research Methodology In order to investigate the strategies used by the students in Applied English Department in Tungnan University of Technology, 283 students aged at 19 to 23 years old participate in this study. In the survey, we use the questionnaire based on Oxford’s Strategies Inventory for Language Learning (1989). This form of the strategies inventory for language learning is for students of English as a second or foreign language. There are statements about learning English Based on their real situations of English learning, participants are required to choose the answer. Participants are also told that the survey is not a test so they do not need to worry about the result affecting their academic performance. There are fifty questions being categorized into six main strategies. Memory 6 Source: http://www.doksinet strategies contain nine questions. Cognitive strategies contain fourteen questions Compensation strategies contain six questions. Meta-cognitive strategies

contain nine questions. Affective strategies include five questions Social strategies include seven questions. This questionnaire takes about 3040 minutes to complete Results and Discussions This study is designed to explore the use of English learning strategies by a group of technological university students who are English majors studying in a private university of technology, located in Shenkeng, Taipei. Two hundred and eighty-three students participated in the study and filled out the five-point Likert scale format questionnaire. The results of the questionnaire are as follows: Table 1 shows the 283 participants’ responses to the fifty questions. Table 1. The results of five-point Likert scale format questionnaire Total: 234 students 1 Never true 2 Usually not true 3 somewhat true 4 Usually true 5 Always true 1. I think of relationships between what I already know and new things I learn in English. 22 65 122 58 16 2. I use new English words in a sentence so I can

remember them. 19 71 89 75 29 3. I connect the sound of a new English word and an image or picture of the word to help me remember the word. 26 87 111 78 11 4. I remember a new English word by making a mental picture of a situation in which the word might be used. 18 45 125 75 19 5. I use rhymes to remember new English words. 38 57 91 82 15 6. I use flashcards to remember 37 55 133 42 17 7 Source: http://www.doksinet new English words. 7. I physically act out new English words. 28 58 109 76 12 8. I review English lessons often. 24 63 83 77 36 9. I remember new English words or phrases by remembering their location on the page, on the board, or on a street sign. 16 56 97 97 17 10. I say or write new English words several times. 23 46 113 83 19 11. I try to talk like native English speakers. 29 58 108 58 30 12. I practice the sounds of English. 16 120 93 38 16 13. I use the English words I know in different ways. 20

111 83 58 11 14. I start conversations in English. 70 60 83 48 22 15. I watch English language TV shows spoken in English or go to the movies spoken in English. 28 51 103 66 35 16. I read for pleasure in English. 29 54 105 74 21 17. I write notes, messages, letters, or reports in English. 34 68 108 53 20 18. I first skim an English passage (read over the passage quickly) then go back and read carefully. 43 83 86 47 24 19. I look for words in my own language that are similar to new words in English. 30 63 116 57 17 20. I try to find patterns in English. 30 80 105 43 25 30 68 121 49 15 21. I find the meaning of an 8 Source: http://www.doksinet English word by dividing it into parts that I understand. 22. I try not to translate word-for-word. 40 52 114 62 16 23. I make summaries of information that I hear or read in English. 35 53 125 55 15 24. To understand unfamiliar English words, I make guesses. 15 47 134 51 36

25. When I can’t think of a word during a conversation in English, I use gestures. 33 57 110 58 26 26. I make up new words if I do not know the right ones in English. 27 65 100 69 27 27. I read English without looking up every new word. 32 63 79 70 39 28. I try to guess what the other person will say next in English. 34 63 79 70 29. If I can’t think of an English word, I use a word or phrase that means the same thing. 34 51 119 52 28 30. I try to find as many ways as I can to use my English. 44 64 114 39 22 31. I notice my English mistakes and use that information to help me do better. 36 57 93 60 37 32. I pay attention when someone is speaking English. 28 68 76 85 26 33. I try to find out how to be a better learner of English. 32 60 118 156 17 34. I plan my schedule so I will have enough time to study English. 42 65 86 77 15 35. I look for people I can talk to in English. 41 68 82 75 17 39 9 Source:

http://www.doksinet 36. I look for opportunities to read as much as possible in English. 36 36 116 54 12 37. I have clear goals for improving my English skills. 29 67 122 42 23 38. I think about my progress in learning English. 18 64 107 61 33 39. I try to relax whenever I feel afraid of using English. 21 69 103 78 12 40. I encourage myself to speak English even when I am afraid of making a mistake. 27 51 139 38 28 41. I give myself a reward of treat when I do well in English. 22 57 139 43 23 42. I notice if I am tense or nervous when I am studying or using English. 29 51 107 83 13 43. I write down my feelings in a language learning diary. 36 66 122 46 14 44. I talk to someone else about how I feel when I am learning English. 34 59 106 76 8 45. If I do not understand something in English, I ask the other person to slow down or say it again. 29 61 81 79 33 46. I ask English speakers to correct me when I talk. 30 66 86 79

22 47. I practice English with other students. 36 62 95 43 47 48. I ask for help from English speakers. 40 63 84 72 21 49. I ask questions in English 29 67 110 46 33 50. I try to learn about the culture of English speakers. 28 66 84 86 22 10 Source: http://www.doksinet We convert the results into scores. If our answer is “always true of me, the score is 5. If our answer is “never true of me,” the score is 1 Table 2 reveals the average scores of the six main categories. Table 2. The sum and average scores of the six main categories Memory strategies Cognitive strategies compensation meta-cognitive affective strategies strategies strategies Sum 7722 Sum11374 Sum5073 social strategies Sum7450 Sum 4155 Sum 5064 Total=40838 /9=858 /14=812 /6=846 /9=828 /5=831 /6=844 Average score Average score Average score Average score Average score Average score 858(1) 812(6) 846(2) 828(5) 831(4) 844(3) Total /49=102 According to the average

score, we rank the six main learning strategies and find out memory strategies are the top choice for participants. The second top main strategy is compensation strategies and is closely followed by the social strategies. Then, affective strategies are the fourth choice for participants and are closely followed by the meta-cognitive strategies. Cognitive strategies are the least one to be used by the participants. Why do the participants use the memory strategy category most frequently and the cognitive strategy least often? As mentioned previously, memory strategies help learners save and use the information. Learners use classified pictures and sound to assist in our memory; that is, learners use memory strategies to create mental linkage, apply images and songs, review well, and employ action. Students in the Applied English Department have much time applying different kinds of memory strategies to help them memorize their learning materials. Compensation strategies are concerned

with bridging gaps or mending language difficulties in order to achieve communication. Therefore, guessing intelligently and finding clues are what the students do in their exams. In addition, Taiwanese students bear much academic pressure and need to take numerous quizzes, tests, or exams, which account for their second most frequent use of compensation strategies. 11 Source: http://www.doksinet The low frequency of cognitive and meta-cognitive strategies use reveals the participants’ passive attitudes toward English learning. Cognitive strategies are used to directly use the learning materials and are more specific to learning tasks while metacognitive strategies are related to the management of one’s own learning process. These two kinds of strategies are very vital for students to learn a language effectively. However, education in Taiwan is more of passive learning and less of active learning. That is, students are told to do what teachers ask them to do and even follow

the schedule set by their teachers. Therefore, they may not have the ability to make a learning schedule by themselves. They tend to heavily depend on their teachers This will prevent students from learning independently. Conclusions This study aims to investigate the use of English learning strategies by a group of technological university students who are English majors studying in a private university of technology, located in Shenkeng, Taipei. The results show that Memory strategies and Compensation strategies are the two most frequently used learning strategies for these technological students whereas Meta-cognitive strategies and cognitive strategies are the two least frequently used learning strategies for these technological students. The results are consistent with Wu’s (2002) study that less proficient readers showed less awareness of their metacognitive skills and Chen’s (2002), Lai’s (2009) study that the less proficient learners use compensation strategies and

memory strategies most frequently. The more proficient learners use metacognitive strategies and cognitive strategies most frequently and memory strategies least frequently. Pedagogical Implications of the Study According to this research, we suggest that students be more aware of the importance of the language strategies, widely apply proper strategies for their own learning, and make the best use of the strategies to learn English efficiently. 12 Source: http://www.doksinet Since the language learning strategies are essential for learners to acquire in order to achieve learning autonomy, English teachers should introduce different kinds of strategies to suit students with different needs and abilities. Also, teachers can incorporate the strategies into class and teach students to use these strategies. For example, teachers can encourage students to write on blackboard or notebooks to remember the new words, or encourage them to classify those new words of many kinds in class. If

the teacher can repeat these ways frequently in class, students will be more able to use these strategies to learn English effectively and efficiently. Recommendations for Future Study The recommendations for future study are as follows: Qualitative research method can be used to gather in-depth information. Therefore, qualitative research is encouraged for future studies. The subjects in this study were limited to one private university of technology in Taiwan. The results should not be used to make generalizations pertaining to all technological university students in Taiwan. Therefore, a wider range of public and private institutions, and locations throughout Taiwan are strongly recommended. In addition, this paper only investigates the effect of students’ language proficiency level on their use of language learning strategies. Future research needs to explore other variables (such as age, aptitude, anxiety, gender, motivation, years of language study and career orientation) that

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