The Relationship Between Learning Strategies and Speaking Performance

The present study explores English as a foreign language (EFL) learning strategies used in Hungarian, Chinese, and Mongolian university students with different cultural and linguistic backgrounds. A total of 519 university students participated in the survey from the three different countries. The Strategy Inventory for Language Learning (SILL), developed by Rebecca Oxford (2003), was administered to explore cross-cultural differences in strategy use in the study. To explain cultural divergences, we employed Hofstede's 6-D model of cultural values. The study identified a number of cross-cultural similarities and differences in strategy use among these three groups. All the subsamples similarly preferred the use of metacognitive learning strategies; however, there were some significant differences among the countries. A significant difference was observed in cognitive language learning strategy usage for the Hungarian subsample compared to the Mongolian subsample. With regard to the affective field, we noticed that the Mongolian and Chinese students employed affective strategies significantly more frequently. The Hungarian students rated the use of affective strategies the lowest by comparison. These differences may be partly linked to the cultural traditions of the participating countries. Our findings also suggest that although students' cultural background is a significant factor, linguistic and educational background and teaching traditions are also crucial.

Student profiling and learning strategies have gained the interest of many researchers. In language learning in particular, understanding students’ learning strategies as well as their multiple intelligence profiles is significant because it allows the teachers to develop and design lessons and materials that are customised to their diverse learning needs. Hence, this study investigates the Multiple Intelligences (MI) and Language Learning Strategy (LLS) profiles of students from various science and technology faculties of Universiti Teknologi MARA (UiTM) Terengganu, with a focus on gender differences. The study’s objectives were to determine the dominant students’ MI profiles, their preferred LLS, and gender variations in these variables. Two instruments were adopted in this study, namely McKenzie’s Multiple Intelligences Inventory and the Strategy Inventory for Language Learning (SILL). The findings indicated that the students mostly acquire introspective intelligence, and the majority of male respondents use metacognitive learning strategies. However, the findings revealed a significant positive relationship between MI and LLS. Based on these findings, the study emphasises the importance of incorporating MI and LLS in language teaching and learning and provides recommendations for language teachers to create lesson plans and teaching materials that suit the students’ needs.

The aim of this study is to evaluate learning and acquisition strategies used by second/foreign language learners. This study is a comparative investigation of learning and acquisition strategies of successful and less successful language learners. The main question of the study is to investigate if there is a relationship between the learners’ strategies and their success; why some learners become less successful in language learning while others become more successful. Although there are many different answers to this question, in the study “the strategy” that the learners used has been scrutinized. The study, assessed the language learning strategies used by 92 university students in Turkey, using Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Also, one hundred and twenty university students in Turkey participated in an interview. They were grouped in into two parts as “successful” and “less successful” learners. The learners’ levels were based on their scores in a standardized test administered at the beginning of their schools. In the questionnaire, T-Tests in statisitical package for social scinences (SPSS) were used. In the interview, Fisher’s Exact Test for 2x2 Tables and Chi-squared Test of Association Tests in SPSS were used. Both of the results reveal that there is a big gap between the students who use learning strategies and the ones who use acquisition strategies. The findings show that the language learners have different language learning strategies and these strategies can be grouped in two main title as learning and acquisition strategies. These findings have important implications for teachers, instructors and program designers to develop and practice different language strategies in order to have more successful students. At the end of the study, some suggestions were submitted to foreign language teachers and learners. Key words: Strategy, acquisition, learning, language learners, language teaching, language learning.

Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.

Language is a socio-cultural phenomenon. A large number of language learning strategies arise from the interactions between individuals and their socio-cultural contexts. The aim of this article was to explore the relationship between EFL learners’ language learning strategies and their social and cultural capital. To this end, the Social and Cultural Capital Questionnaire (SCCQ) and the Strategy Inventory for Language Learning (SILL) were administered to a sample of 63 undergraduate students majoring in English language so that the researchers could examine the best predictors of language learning strategies in terms of five factors of the SCCQ, namely, social competence, social solidarity, literacy, cultural competence, and extraversion. Results from Pearson product-moment correlation showed highly significant correlations between all five factors of SCCQ and learners’ language learning strategies. Moreover, results from the regression analysis revealed that a combination of literacy, social solidarity, and extraversion was the best predictor of language learning strategies by explaining 50% of the variances in EFL learners’ language learning strategies scores. The implications of the study are discussed.

This study investigates the role of language learning strategies (LLS) in shaping Indonesian EFL learners’ speaking performance by integrating quantitative and qualitative evidence in a mixed-methods design. Specifically, it aims to (1) describe learners’ use of LLS, (2) examine the correlation between LLS and speaking performance, (3) identify the predictive contribution of LLS to speaking outcomes, and (4) explore learners’ strategic experiences in speaking development through responses to open-ended questionnaire items. Eighty undergraduate EFL students participated in the study. Quantitative data were collected using the Strategy Inventory for Language Learning (SILL) and a speaking performance test, while qualitative data were obtained from learners’ open-ended responses about how they used strategies in practice. The quantitative results revealed a very strong positive correlation between LLS and speaking performance (r = .912, p < .001), indicating that students who employed strategies more frequently tended to achieve higher speaking scores. Multiple regression analysis showed that no single LLS category uniquely predicted speaking performance due to severe multicollinearity among strategy types, suggesting that LLS operate as an integrated, interdependent system rather than isolated components. Descriptive results indicated that cognitive strategies were the most dominant, while qualitative evidence showed that learners actively combined cognitive, metacognitive, social, and affective strategies including repeated practice, imitation, planning, self-monitoring, and peer interaction. Learners demonstrated strong self-regulation in overcoming challenges and benefited from teacher feedback, peer support, and technological tools. Overall, the findings highlight that strategic behavior is crucial for enhancing speaking fluency, accuracy, and confidence, implying that EFL instruction should explicitly foster strategic awareness and provide supportive learning environments to optimize speaking development.

This study aims to understand the use of language learning strategies in the context of online and offline language classes to identify preferences and shifts in the application of learning strategy types for the same group of participants experiencing both styles of learning environments. It also aims to establish foundations on which language learning strategy preferences may correspond to specific types of learners-such as those with higher learning aptitude-in the context of online education. Using the Strategy Inventory for Language Learning (SILL; Oxford, 1990), 109 Korean university students have been examined over two semesters-the first of which was comprised of face-to-face classes and the second of which was purely operated online in a distance learning context-and six different language learning strategy types have been measured. The results showed significant shifts in strategy use between the two learning environments as well as an increased usage of metacognitive strategy items, along with a decreased usage of affective strategy items, therefore leading to the conclusion that distance learning and its focus on self and peer analysis impacts learners in such a way that they become more conscious of the language learning process.

This study investigated the relationship between language learning aptitude (LLA) and the use of language learning strategies (LLSs) among a cohort of Iranian EFL students at Urmia University, Iran. The adapted versions of the Modern Language Aptitude Test (MLAT; Carrol & Sapon, 1983) and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) were distributed among the participants (i.e., 6 males and 32 females). A strong positive relationship was found between aptitude and the use of all the categories of LLSs. Pearson product-moment correlation also indicated a strong positive relationship among components/categories within MLAT and SILL. Furthermore, the application of t test showed no significant differences between the males and females on their overall LLA test scores, but a one-way ANOVA indicated significant differences between the two genders regarding the cognitive and metacognitive strategies in favor of the males. One-way ANOVA also revealed significant differences between high versus low-aptitude students on LLSs use in favor of the former group.

English is considered a second language (ESL) in Malaysia and is one of the prerequisite subjects at private universities. Students are able to identify the strategies yet still some struggle in learning the language. In order to master a language, students must be able to develop their own language learning techniques. The goal of this research is to find out more about the language learning strategies (LLS) used by students of a private university in Selangor. It involved 200 freshmen from five different faculties at a university. This quantitative survey used a questionnaire adapted from Strategy Inventory of Language Learning (SILL) by Oxford (1990) as the instrument. Descriptive statistics were administered to investigate the usage of LLS among the respondents. The findings showed that respondents tend to use their preferred LLS in improving their language skills. It is hoped that language educators would use the findings to focus their attention on facilitating English language learning programs that are appropriate for students’ LLS, thus assisting them in developing their English language skills.

Language learning strategies (LLS) are very important in improving language skills especially writing. Having good writing skills is an attribute of a successful language learner. Certain learners will employ different learning strategies to acquire the skills. As writing is a crucial part in language learning, exploring the language learning strategies by ESL learners are worth reviewing especially in the context of young adult learners. Therefore, this study aimed to identify and explore the LLS commonly used to improve English writing by form 4 ESL learners in a secondary school in Penang. 30 students were purposely selected as the respondents in the study. A questionnaire adapted from Strategy Inventory for Language Learning (SILL) by Oxford (1990) was distributed to the students to identify their use of strategies in improving writing skills. The questionnaire was divided into two parts, with the first part aimed to gain demographic information about the learners and the second part, that consist of 30 items, attempted to obtain data about the strategies used. The respondents were required to respond to the items with a Likert scale of 1 to 4 points. The data collected was analysed with SPSS 26 software application and discussion of the findings was done. The findings revealed that metacognitive strategies are the most frequently applied strategies while affective strategies are the least applied in improving English writing skills by the Form 4 ESL learners. For further research, it is recommended to conduct a study to determine the factors affecting the LLS used by the ESL learners.

Often times, many English as Second Language (ESL) facilitators speculate why some learners learn faster than other learners. Provided the students were exposed with the same amount of years in the formal education system in Malaysia, the language instructors curious about the variety of performance in the English language among the learners. This study revealed the language learning strategies used by ten successful ESL learners of a private university in Kajang, Selangor, using Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The findings indicated that successful language learners are high frequency users of language learning strategies. The total mean of each category showed that metacognitive strategies (Mean=3.964) are among the most frequently used strategies, followed respectively by compensatory (Mean=3.814), cognitive (Mean=3.812), social (Mean=3.700), memory (Mean=3.100) and affective strategies (Mean=2.890) found as the least used strategies among successful language learners. Interestingly, the study also identified that successful language learners used more direct strategies compared to indirect strategies. The findings have significant implications for research on language learning strategies for successful language learners and teacher planning in order to promote and boost the use of strategies among the poor language learners. Keywords: language learning strategies, successful learners, English as a Second Language

Abstract. Age and the choice of language learning strategies (LLS) have similarities with the relationship between the aspects of individual differences, social factor, and the LLS itself. This study aimed to investigate whether and how the learners’ starting age in second language learning affects their choice of LLS. 94 ESL learners of two age-based groups were involved in this study. A translated version of the Strategy Inventory for Language Learning (SILL) version 7.0 proposed by Oxford and an interview guideline were used in data collection. Such version covers 50 statements designed for the learners of English as a second and foreign language. The SILL identified the learners’ strategy by asking them to give a response to a series of strategy statements. The data were then analyzed through inferential statistics. The results of the study revealed that learners’ starting age in second language learning affects their choice of LLS due to their different goals in learning English. The early-starting learners generally learn English to communicate properly while the late-starting learners do the same for specific purposes, such as for working and for studying abroad. Keywords: Starting Age, Language Learning Strategies, Second Language Acquisition

The shift from face-to-face to distance learning has challenged English Language teaching and learning. The present study aims to determine the ESL students’ affective filter level and the varied language learning strategies they employed to aid their learning in English online classes. The descriptive-quantitative research design was employed in this study since it used the mean percentage and the mode of the data gathered. The researchers employed a total remuneration sampling technique to select 48 respondents of the study and utilized two research instruments: Modified Attitude Motivation Test Battery (AMTB) and Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0. As a result, it was found that ESL students have a low affective filter in English online classes. However, students were able to come up with their language learning strategies as ways of enhancing their language competence. Therefore, teachers may provide suitable learning activities in online classes, and students need to enhance their usage of language learning strategies to facilitate their learning. Parents may also support and encourage their children's goals to learn the English language.

A common phenomenon of continuous innovations in the field of ESL or EFL is learner-centred education. One of these innovations increasingly catching the attention of researchers is Language learning strategies. However, as researchers carry out studies in this area, and as the pool of diverse findings rises, further gaps are opened, calling for research interventions. This is basically because of the broad nature of Language Learning Strategies (LLSs) with their context-mediated influences. On this background, the present research intended to investigate the extent of relationships between LLSs and university students’ achievement in Libya. The population of the study included 571 students from the Department of English at the Faculty of Arts and the Faculty of Education, and from all the departments of the Faculty of Medical Technology. 309 subjects were randomly selected from the population. The instrument of data collection was the SILL (strategy inventory for language learning, adopted from Oxford (1989). Data analysis was done using t-tests. The findings revealed that memory strategy and cognitive strategy both have significant impacts on the foreign language achievement of the learners, while the use of compensation, metacognitive, affective, and social strategies do not significantly impact the achievement of EFL learners.

The objective of this study is to determine which language learning strategies are most frequently employed by ESL students enrolled in BS English program at university of Sindh Jamshoro as well as to investigate the differences in preferred strategies between students in different academic years. Lack of awareness and application of effective language learning strategies causes many students to struggle in attaining desired proficiency levels in English. Thus, in last decades second language acquisition (SLA) research has placed a great deal of emphasis on language learning strategies. Using the Strategy Inventory for Language Learning (SILL) data were gathered from 100 undergraduate ESL students and 80 valid responses were examined through SPSS 20. The results show that metacognitive, compensatory and cognitive strategies are commonly employed by students. It was found that junior students favored cognitive strategies while senior students used metacognitive strategies more frequently. Future studies may carry out and assess focused educational interventions that take proficiency and demographic variables into account in order to improve the use of efficient language learning techniques.