Usage of Language Learning Strategy and Integrative Test Competence of Secondary Students

Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do.

Flipped Learning in Foreign Language Learning in Higher Education: Analysis of Effectiveness and Moderator Variables. Many studies have reported that the flipped learning strategies has a significant effect on students' foreign language skills in college compared to traditional learning strategies. However, reports regarding the effectiveness of flipped learning strategies in foreign language learning are very heterogeneous. Objectives: Based on this empirical gap, this study aims to synthesize the application of flipped learning strategies in students' foreign language learning in higher education compared to traditional learning strategies. Method: This study uses the meta-analysis method to answer the objectives of this study. Findings: The results of the analysis of twelve research samples with a random-effect estimation model show that the use of the flipped learning strategies has a more significant effect on students' foreign language skills in college when compared to traditional strategies, with the combined effect size value being in the large effect category (g = 0.89; p < 0.05). In addition, the results of the moderator factor analysis show that the variables of flipped learning class capacity, ability type, and foreign language type significantly affect the effectiveness of the use of the flipped learning strategies to students' diverse foreign language skills. Conclusion: These reports provide strong evidence as recommendations for educators, researchers and educational policy makers regarding the application of flipped learning strategies in foreign language learning in higher education. Regardless of the validity of the results, this study only involved a few research samples. Further research is recommended to combine more samples, or focus on the type of abilities measured, so that it can provide more specific conclusions. Keywords: effect size, foreign language, flipped learning, meta-analysis, moderator variable.

During the COVID-19 pandemic, educational mobile games may play a significant role to facilitate students’ learning. Several studies have indicated that these games using mobile phones may improve students’ learning motivation and effectiveness when they are equipped with appropriate learning strategies. However, investigating the impact of learning strategies in students’ utilization of educational mobile games has received little scholarly attention during the COVID-19 pandemic. Hence, this research proposed two learning games scenarios to fill this gap. In the first scenario, students were offered an educational mobile game with a learning strategy called ‘scaffolding strategy’; while in the second scenario, the same game was offered without the strategy. To achieve this objective, an experimental design with a research model was developed to examine the role of scaffolding learning strategy in students’ use of educational mobile games. In this experimental study, 43 students from two classes participated in the two learning scenarios. The results indicate that educational mobile gaming with the scaffolding learning strategy significantly influenced students’ utilization of the mobile game. In addition, the adoption of the learning strategy significantly affected students’ perceived enjoyment, perceived usefulness, perceived ease of use, and behavioural intention to use, compared with the same game without the learning strategy. The results also indicate that the introduction of the scaffolding learning strategy into the educational mobile game will increase students’ learning effectiveness and motivation.

Educational computer games have been widely employed to facilitate students’ learning. Studies have pointed out that these games may improve students’ learning effectiveness when they are equipped with appropriate learning strategies. However, the role of learning strategies in students’ acceptance of educational computer games has received surprisingly little scholarly attention. Hence, this research proposed two learning scenarios to address this question. Students in the first scenario were offered an educational computer game with a learning strategy, while those in the second were offered the same game without the strategy. A quasi-experimental design with a research model was constructed to examine the role of learning strategies in students’ acceptance of the given game. In this study, 65 students participated in the two learning scenarios. Two research findings are presented: (1) the adoption of the learning strategy not only affected students’ acceptance of the game, but also made their perceived ease of use significantly influence their perceived enjoyment, perceived usefulness, and attitude towards using; (2) with or without the learning strategy, perceived enjoyment was the most important factor that affected students’ acceptance of the game, while perceived usefulness, attitude towards using, and perceived control exerted no influence on this issue.

This study is limited to the investigation of the correlation between students’ learning strategy, and reading comprehensionof the ninth grade students at State Junior High School 01 Buay Rawan, OKU Selatan. There were 85 students who has been selected as the sample of the research. The writer used correlational study and formula to see the correlation between two variable stated. Correlation about Students’ Learning Strategies (X<sub>2</sub>) and Reading Comprehension (Y) for 0.028. Sig. Value 0.797 was higher than Alpha value 0.05 (0.797 >0,2146), H<sub>o</sub> was accepted and H<sub>a</sub> was rejected. In other words, there was no a positive correlation between Students’ Learning Strategies (X<sub>2</sub>) and Reading Comprehension(Y). It can be stated that Students Learning Strategies (X) simultaneously have no significant correlated the reading comprehension(Y).

The purpose of this study was to examine Chinese undergraduate students’ language learning strategy use in flipped English learning and the effect of gender and language proficiency on strategy use. It aimed to enrich the research on language learning strategies as well as the flipped classroom and render implications to EFL instructors on developing students’ language learning strategy use in flipped English learning. Research questions in this study revolved around identifying the most and least frequently used language learning strategies in Chinese undergraduate students’ flipped English learning, and the influence of gender as well as language proficiency on the frequency of students’ strategy use. In this study, the researchers employed random sampling to select 109 students enrolled in the flipped English course for non-English majors at H University in China. Oxford’s (1990) Strategies Inventory of Language Learning (SILL) was modified for a flipped classroom context and employed to collect data. T-tests and ANOVAs were used to analyze the data. The results revealed that participants employed language learning strategies with medium frequency in flipped English learning. While they employed social strategies the most frequently, they used metacognitive strategies the least frequently. Furthermore, the male and female participants were not significantly different in their strategy use. However, there was a significant difference in strategy use in relation to English language proficiency in that high proficiency students employed strategies more frequently than low proficiency students. Pedagogical implications are provided.

This research focuses on comparing the language learning strategies preference between male and female students at State Senior High School 12 Pekanbaru. The aim of this research is to find out the language learning strategies of male students of the tenth grade at State Senior High School 12 Pekanbaru, to find out the language learning strategies of female students, and to find out whether there is or no a significant difference on language learning strategies preference between male and female students. A total of 90 male and 90 female students were participated in this research. They were taken from 45% of the total population. By using Simple Random Technique, 9 male and 9 female students were randomly taken from each class. The data were collected by using adapted SILL questionnaire version 7.0 translated to Bahasa Indonesia. By using Independent sample t-test formula on SPSS version 17 the collected data were analyzed. The findings show that both male and female students language learning strategies preference were Metacognitive Strategies, and there is no significant difference on the language learning strategies preference between male and female students in learning English at State Senior High School 12 Pekanbaru. Based on the data analysis, the researchers concluded that there is no significant difference on the language learning strategies preference between male and female of the tenth grade students at State Senior High School 12 Pekanbaru in learning English.

English Learning Strategy and Proficiency Level of the First Year Students

This study investigates the motivation and learning strategies of high school students in Ho Chi Minh City, Vietnam, and explores the relationship between these two factors. The research involved 76 students from Dang Khoa private high school who completed adapted questionnaires to assess their types of motivation (intrinsic or extrinsic) and language learning strategies. Instruments were modified from established scales - Chang's (2005) and Vaezi's (2008) for motivation, and the Strategy Inventory for Language Learning, Version 7.0 (Oxford, 1989) for strategies. The findings indicate that the extrinsic motivation (e.g., external pressures, instrumental goals) was more prevalent than intrinsic motivation (e.g., personal interest, enjoyment) among the participants. In addition, a positive correlation was found between motivation level and strategised learning. Students with stronger motivation tended to employ a wider range of learning strategies. Based on these results, the study concludes with recommendations for educators to enhance student motivation and support their strategic use of learning practices for effective English language acquisition.

The article focuses on the study of learning strategies aimed at acquiring professional vocabulary since professional lexical competence is an integral part of professional competence, the linguistic basis of foreign language communicative competence, and higher education institutions make great efforts in professional communication. Growing demands on professional language training of specialists in technical specialties, expansion and strengthening of international contacts, and growth of scientific progress determine the need for proficiency in English for Specific Purposes at a sufficiently high level. These trends make it necessary to search for optimal methods for intensifying teaching professionally oriented terminology and effectively acquiring terminological units. Deepening into the theoretical background of the concepts of "professionally oriented lexis" and "learning strategy", the article highlights the available categorization of learning strategies. Also, it emphasizes scientists’ various approaches to interpreting these concepts. The article clarifies the didactic possibilities of learning strategies and determines possible ways of their implementation in teaching/learning a foreign language in the context of higher education. The article provides an understanding of the learning strategies' impact on the dynamics of acquiring professional vocabulary, emphasizes the importance of following the basic principles of professional lexis teaching, focuses on the teacher’s role not only in instructing but also in forming and developing foreign language learning strategies in students. The article details the ways of implementing cognitive learning strategies in English classes. It gives examples of exercises that can significantly improve learning effectiveness, using cognitive strategies and creating favorable conditions for acquiring specialized vocabulary.

Knowing students’ language learning strategies is very important in teaching a foreign language. The purpose of this study is to identify language learning strategies used by secondary school students in learning English as a foreign language. The participants of this study were 31 secondary school students in Singkawang. The questionnaires developed by Gursoy (2013) were used as the instrument of data collection in this study. The questionnaires consist of four factors in learning a foreign language, i.e., cognitive and metacognitive strategies and two social-languages, strategies to improve language learning, strategies of facilitation of the reception and production of the target language, and strategies for the consolidation of the target language. Overall, the result of the study shows that the students have strong strategies to study English as a foreign language. By knowing students’ strategies in learning a language is very important to teachers because it can give much information to the teachers for planning their teaching. Keyword: language learning strategies, foreign language, secondary school, students

Quantitative research has been conducted with a predictor variable of learning strategy and an outcome variable of academic achievement. The cross-sectional survey method was adapted to the 321 random samples of higher secondary students at Thiruvarur District, Tamil Nadu, India. The dimensions of learning strategy such as collaborative studying, writing, notes developing, reading, self-assessment, content organization, and time execution techniques were separately analyzed with the outcome variable, and both learning strategy and academic achievement were analyzed with demographic characteristics such as gender, locality of the school, type of management and medium of instructions. Descriptive, inferential, correlation, and regression analyses were made appropriately against the hypotheses. The study reveals that the level of learning strategy and academic achievement of the higher secondary students lies in the level of high and first class respectively. Learning strategy and academic achievement shows significant difference concerning gender, locality of the school, and medium of instruction. The learning strategy dimensions such as notes developing technique with gender, content organization and time execution techniques with the locality of the school, collaborative studying, reading, and time execution techniques with the medium of instruction are not significant and all others are significant with respective variables. The relationship between learning strategy and academic achievement is very high and academic achievement is highly influenced by the dimension of learning strategy at different levels. However, the collaborative studying dimension highly influences academic achievement followed by notes developing, reading, time execution, self-assessment, writing, and content organization techniques.

<p style="text-align:justify">This study explores the impact of gender on the preferred English language learning strategies of self-perceived introverted students in Vietnam, given the burgeoning role of English as an international lingua franca. A mixed-methods approach, involving survey questionnaires and follow-up interviews, was utilized to gather both quantitative and qualitative data from a cohort of 68 English major undergraduates, 29 of whom self-identified as introverted via the Myers-Briggs Type Indicator (MBTI). The investigation provides a comprehensive understanding of the preferred language learning strategies among introverted learners, and specifically examines how gender influences these strategic choices. The results reveal that gender does not present significant differences in the preferred English language learning strategies of self-perceived introverted individuals. Regardless of gender, introverted language learners demonstrate a tendency towards compensation learning strategies, with specific strategies such as deductive reasoning, organizing physical environs, and error rectification receiving almost identical responses from both male and female participants. These findings suggest that the role of personality traits, such as introversion, should be considered in tailoring pedagogical approaches to meet individual learning preferences and needs. Further research is needed to explore this area in greater depth and to examine its broader implications for English language teaching pedagogy.</p>

By analyzing the theory of second language learning strategies, this paper discusses the common mistakes of senior high school students in the process of English learning, and puts forward the problems that should be paid attention to in the application of second language learning strategies in senior high school teaching.

Self-directed learning in video games, affordances and pedagogical implications for teaching and learning