A Close Study of the Effects of ESP Learners’ Beliefs on the Choice of Language Learning Strategies
Keywords:
language learning strategies; beliefs about language; language proficiency; ESP; TEFLAbstract
This study investigated the use of language learning strategies by
175 Iranian learners majoring in non-English fields (Engineering,
Humanities, and Sciences). The study attempted to test the relationships
among learners’ beliefs about English language learning, English
proficiency, and the use of language learning strategies. Data were collected
through known questionnaires and learners’ institutional records. Results of
Friedman test showed that metacognitive strategy use was at the highest
rank while affective strategy use was at the lowest. Kruskal–Wallis test
results revealed that metacognitive strategies were most frequently used by
Engineering and Science students whereas compensatory strategies were
mostly preferred by students in the humanities. Affective strategies ranked
lowest on the three groups of students' preference scale. Furthermore, more
proficient learners utilized cognitive, memory and compensatory strategies
whereas students with poor language proficiency resorted to compensatory
strategies. Moderate positive correlation between students’ beliefs about
English language learning and their use of learning strategies were found.
Analysis of linear regression showed that use of strategies was predicted
from language proficiency and learners’ beliefs about language learning.
The present study suggests that not only do students’ beliefs about
language learning influence their use of learning strategies, but also their
level of English proficiency affects the frequency of use and choices of
learning strategies.
References
Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55, 490-515.
Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreing Language Teaching, 1(1), 14-26.
Chang, S. J. (1991). A study of language learning behaviors of Chinese students at the university of Georgia and the relation of these behaviors to oral proficiency and other factors. Unpublished Doctoral Dissertation. University of Georgia, Athens, the USA.
Chen, S.Q. (1990). A study of communication strategies in interlanguage production by Chinese EFL learners. Language Learning 40, pp. 155-187.
Chohen, A. (1998). Strategies in learning and using a second language. London: Longman.
Corder, S.P. (1981). Error Analysis and Interlanguage. Oxford: Oxford University Press.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222-251
Cummins, J. (1981). Bilingualism and minority-language children. Toronto: Ontario Institute for Studies in Education.
Dreyer, C. & Oxford, R. (1996). Learner variables related to ESL proficiency among Afrikaan speakers in South Africa. In Oxford, R. (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 61-74). Honolulu: University of Hawaii at Manoa.
Ehrman, M. & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal, 73, 1-12.
El-Dib, M. (2004). Language learning strategies in Kuwait: Links to gender, language level, and culture in a hybrid context. Foreign Language Annals,37, 85-95.
Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.
Grenfell, M. & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. London: Routledge.
Griffiths, C., & Parr, J. (2001). Language-learning strategies: Theory and perception. ELT Journal, 53(3), 247-254.
Harris, V. (2003). Adapting classroom-based strategy instruction to a distance learning context. TESL-EJ, 7(2).
Hon-Nam, K. & Leavell, A. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34, 399-415.
Horwitz, E.K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal 72, pp. 283-294.
Horwitz, E.K. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: A review of BALLI studies. System 27, pp. 557-576.
Khaldieh, S.A. (2000). Learning strategies and writing processes of proficient versus less-proficient learners of Arabic. Foreign Language Annals 33(5), pp. 522-533.
Khalil, A. (2005). Assessment of language learning strategies used by Palestinian EFL learners. Foreign Language Annals, 38(1), 108-119.
Kolmogorov–Smirnov test. (n.d.). In Wikipedia. Retrieved November 03, 2013, from http://en.wikipedia.org/wiki/Kolmogorov%E2%80%93Smirnov_test
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20/1, 71-94.
MacIntyre, P.D. (2000). Affective processes in second language learning. Paper presented at Temple University, Japan: Distinguished Lecturer Series.
Magogwe, J. & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35, 338-352.
Mercer, C., & Mercer, A. (1998). Teaching students with learning problems (5th ed.). Columbus, OH: Prentice Hall.
Myung-cook, K. (2001). Language learning strategies and proficiency of Korean learners of Chinese. M. A. thesis, University of China, English Language Literature and Linguistics.
Nisbet, D., Tindall, E. & Arroyo, A. (2005). Language learning strategies and English proficiency of Chinese university students. Foreign Language Annals, 38(1), 100-107.
Noguchi, C. T. (1991). Questionnaire for Learners. Tottori, Tottori University, Japan.
Oh, J. (1992). Learning Strategies used by university EFL students in Korea. Language Teaching, 1, 3-53.
O’Malley, J Michael (1987). The effects of training in the use of learning strategies on learning English as a second language. In Anita Wenden & Joan Rubin (eds) 133-143
O’Malley, J.M. & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
O’Malley, M., & Chamot, A. U. (1995). Learning strategies in L2 acquisition. New York: Cambridge University Press.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Oxford, R.L., & Cohen, A.D. (1992). Language learning strategies: crucial issues of concept and classification, Applied Language Learning, 3/1&2, 1-35
Oxford, R. & Nyikos, M. (1989). Variables affecting choice of language learning strategies: A synthesis of studies with implications for strategy training. System, 17, 235-247.
Pajares, F. & Schunk, D. (2001). Self-efficacy beliefs and school success: Selfefficacy, self-concept, and school achievement. In: Perception, pp 239-266. London: Ablex Publishing.
Park, G. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30, 211-221.
Peacock, M., & Ho, B. (2003). Student language learning strategies across eight disciplines. International Journal of Applied Linguistics, 13, 179-200.
Politzer, R. L., & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19, 103-123.
Radwan, A. S. (2011). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. The Asian EFL Journal, March (1), 115-163.
Richardson, V. (1996), The role of attitudes and beliefs in learning to teach. In J. Sikula, T.J. Butter & E. Guyton (eds), Handbook of research on teacher education, New York, Macmillan Press, pp. 102-119.
Rubin, J. (1975). What the “good language learner†can teach us. TESOL Quarterly,9, 41-51.
Sakui, S. & Gaies, S.J. (1999). Investigating Japanese learners’ beliefs about language learning. System 27, pp. 473-492.
Schommer, M.A. (1990). Effects of beliefs about the nature of knowledge and comprehension. Journal of Educational Psychology 82, pp. 498-504.
Shmais, W. (2003). Language learning strategy use in Palestine. TESL-EJ, 7(2).
Stern, H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31, 304-318.
Stock, M.F. (2012). Building Main Idea Comprehension in FL University Students: Problems & Causes. ARTESOL English for Specific Purposes Interest Section ESP E-journal. A Refereed International Journal of Issues in Teaching English for Specific Purposes, 2, 13-38.
Strategia. (n.d.). In Wikipedia. Retrieved October9, 2013, from http://fi.wikipedia.org/wiki/Strategia
Suwanarak, K. (2012). English language learning beliefs, learning strategies and achievement of Masters students in Thailand. TESOL in Context, S3, 1-15.
Wen, Q. & Johnson, R.K. (1997). L2 learner variables and English achievement: A study of tertiarylevel English majors in China. Applied Linguistics 18, pp. 27-48.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50, 203-243.
Willing, K. (1988). Learning styles in adult migrant education. Sydney: Macquarie University.
Yang, N.D. (1993). Beliefs about language learning and learning strategy use: A study of college students of English in Taiwan. In Papers from the tenth conference on English teaching and learning in the Republic of China, Taipei, Crane, pp. 193-219.
Yang, N-D. (1994). An investigation of Taiwanese college students’ use of English learning Strategies. Research report, National Taiwan University, Taiwan.
Yang, N.D. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System 27(4), pp. 515-535.
Downloads
Published
Issue
Section
License
Copyright (c) 2014 Abbas Zare-ee, Malihe Salami
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
