The Effect of a Training Program in a Reading Course in Developing English Language Learning Strategies among University Students

Ahmad M. Mahasneh, Ahmad F. Al-Alwan

Abstract


This study aimed at identifying the effect of a training program in developing the use of learning English language strategies among a sample of the Hashemite University students, and the differences in using these strategies due to gender and the type of group (experimental and control groups). The study sample consisted of 76 male and female students from the Department of English Language, divided into two groups (an experimental group of 34 male and female students and a control group of 42 male and female students). To achieve the aims of the study, Oxford's language learning strategies scale was used. The study used a quasi-experimental research design with pre-test and post-tests. ANCOVA and T-tests were used to analyze the data. The results of the study revealed that there is a statistical significant difference between the two groups in developing language learning strategies in favor of the experimental group. Also, results showed that there is no statistically significant difference in using language learning strategies attributed to gender.


Keywords


Reading, language learning, university students.

Full Text:

PDF

References


Abumelha, M. A. (2008). Language learning strategies: investigation the effect explicit L1 strategy instruction of English language learning of king Saud university female students in Saudi Arabia. Unpublished Master Dissertation, king Saud university, Saudi Arabia .

Ahmadi, A., & Mahmoodi, S. (2012). Language learning strategy use and instruction for the Iranian Junior high school EFL learners: A mixed methods approach. Research in Applied Linguistic,3 (2):108-134.

Anderson, N. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Bedir, H. (1998). The Effects of Using Cognitive Learning Strategies on Reading Comprehension Ability of Turkish Students. Unpublished Doctoral Dissertation. Çukurova University, Graduate School of Social Sciences, Adana.

Benkhenafou, H.H. (2015). Memory strategies: boosting vocabulary learning and learner autonomy. International Journal of English and Literature, 5 (4):113-122.

Bölükbas, F. (2013). The effect of language learning strategies on learning vocabulary in teaching Turkish as a foreign language. Hacettepe University Journal of education, 28 (3): 55-68.

Bruen, J. (2001). Strategies for success: Profiling the effective learners of German. Foreign Language Annals, 34 (3): 216-225.

Carrell, P. L. (1998). Can reading strategies be successfully taught. Australian Review of Applied Linguistics, 21, 1–20.

Chamot, A.U. (2004). Issues in Language Learning Strategy Research and Teaching. Electronic Journal of Foreign Language Teaching, 1 (1): 14-26.

Chamot, A.U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.

Chamot, A.U., & O'Malley, J.M. (1994). The CALLA handbook: implementing the cognitive academic language learning approach. Reading: MA Addison-Wesley.

Cohen, A.D. ( 2003). Strategy training for second language learners. Minnesota: Center for advanced research on language acquisition, University of Minnesota.

Cohen, A.D., & Weaver, S.J. (1998). Strategies-based instruction for second language learners. In: Renandya, W.A. and Jacobs, G.M., eds. Learners and language learning. Singapore: SEAMEO Regional Language Centre, 1-25.

Cook, V. (2000). Second language learning and language teaching. Beijing: Foreign Language Teaching and Research Press.

Dadour, E.S. & Robbins, J. (1996). University-level studies using strategy instruction to improve speaking ability in Egypt and Japan. In R. Oxford (Ed.), Language Learning Strategies Around the World: Cross-cultural Perspectives (pp. 157-166). Manoa: University of Hawaii Press.

Ehrman, M.E. & Oxford, R.L. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal 73: 1-3.

Gan, Z., Humphreys, G., & Hamp-Lyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese universities. Modern Language Journal, 88, 229–244.

Green, J. M. & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29 (2): 261-297.

Griffiths, C. (2003). Patterns of language learning strategy use. System; 31:367-383.

Hedge, T. (2002). Teaching and learning in the language classroom. Shanghai: Shanghai Foreign Language Education Press.

Hong-Nam, K., & Leavell, A.G. (2007). Language learning strategy use of ESL students in an intensive English learning context. System, 34, 399–415.

Khamkhien, A. (2010). Factors Affecting Language Learning Strategy Reported Usage by Thai and Vietnamese EFL Learners. Electronic Journal of foreign Language teaching, 7 (1): 66-85.

Lee, K. (2003). The relationship of school year, sex and proficiency on the use of learning strategies in learning English. Asian EFL Journal, 5 (4): 1-36.

Lee, K.R., & Oxford, R.L. (2008). Understanding EFL learners’ strategy use and strategy awareness. The Asian EFL Journal,10 (1), 7–32.

Lv, F., & Chen, H. (2010). A study of meta-cognitive-strategies-based writing instruction. English Language Teaching, 3 (3): 136-144.

Macaro, E., Graham, S., & Vanderplank, R. (2007). A review of listening strategies: Focus on sources of knowledge and on success. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 165–185). New York: Oxford University Press.

Mahdavi, M. (2014). Meta-cognitive strategy training and vocabulary learning in an “Input-poor” environment. International Journal of Multidisciplinary and Current Research, 2: 389-390.

Manan, N., Alias, A., Yusof. J., & Pandian, A. (2011). The effect of language learning strategy (LLS) training on SSL college students strategies used. Gading Business and Management Journal, 15: 25-39.

McIntyre, P.D. & Noels, K. (1996). Using social-psychological variables to predict the use of language learning strategies. Foreign Language Annals, 29:373–386.

Naiman, N, M Frohlich, H Stern, & A Todesco (1978). The good language learner. Research in Education Series No 7. Toronto: The Ontario Institute for Studies in Education.

Oh, J. I. (1996). The effects of attitude and sex on use of EFL learner strategies. English Teaching, 51 (2), 35-53.

O’Malley, J. M. (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. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. NY: Newbury House/Harper & Row.

Oxford, R. L. (2003). Language learning styles and strategies: An overview. Learning Styles & Strategies/Oxford, GALA, 1-25.

Oxford, R., & Ehrman, M.E. ( 1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System, 23 (3), 359-386.

Oxford, R.L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73: 291-300.

Purpura, J. E. (1997). An analysis of the relationships between test takers’ cognitive and meta-cognitive strategy use and second language test performance. Language Learning, 47, 289–325.

Rahimi, M., Riazi, A., & Saif, S. (2008). An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. CJAL, 11 (2): 31-60.

Rossi-Le, L. (1995). Learning style and strategies in adult immigrant ESL students. In J.M. Reid (ed.), Learning styles in the ESL/EFL classroom. Boston: Heinle & Heinle, pp. 118–125.

Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9,41–51.

Rubin, J. (1981). Study of Cognitive Processes in Second Language Learning. Applied Linguistics, (2), 117-131.

Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-30). Englewood, NJ: Prentice/Hall International.

Sheu, C. (2011). Effect of an online GEPT simulated-test English remedial course on test performance, English language strategy use and perceptions. The Asia-Pacific Education Researcher, 20 (1): 171-185.

Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31, 304–318.

Tarone, E. (1983). On the variability of inter language systems. Applied Linguistics, 4, 142-163.

Takeuchi, O., Griffiths, C. and Coyle, D. (2007). Applying strategies to contexts: the role of individual, situational, and group differences. In: Cohen, A., and Macaro, E., eds. Language learner strategies. Oxford: Oxford University Press.

Thompson, I., & Rubin, J. (1993). Improving listening comprehension in Russian, Department of Education, International Research and Studies Program, Washington, DC.

Victori, M., & Lockhart, W. (1995). Enhancing meta-cognition in self-directed language learning. System, 23 (2), 223-234.

Wang Duqin. (2002). On cultivating college English students’ autonomous learning. Foreign Language World, 5:17-23.

Williams, M., & Burden, R.M. (1997). Psychology for language teachers: a social constructivist approach. Cambridge: Cambridge University Press.

Yaman, İ. & Çakıcı, D. (2013). The effect of cognitive and compensation strategy instruction on reading comprehension skill, Journal of Ondokuz Mayıs University Education Faculty, 32 (2),369-384.

Xu J. F. & Zhan X. H. (2004). Review of research on learner autonomy at home and abroad. Foreign Language World, 4, 2-9.

Zare, P. (2010). An Investigation into Language Learning Strategy Use and Gender among Iranian Undergraduate Language Learners. World Applied Sciences Journal, 11 (10): 1238-1247.

Zare, P., & Nooreen, N. (2011). The Relationship Between Language Learning Strategy Use and Reading Comprehension Achievement Among Iranian Undergraduate EFL Learners. World Applied Sciences Journal, 13 (8): 1870-1877.

Zhao, N. (2009). Meta-cognitive strategy training and vocabulary learning of Chinese College Students. English Language Teaching,2 (4):123-129.




DOI: http://dx.doi.org/10.24200/jeps.vol12iss2pp300-320

Refbacks

  • There are currently no refbacks.




Copyright (c) 2018 Ahmad M. Mahasneh, Ahmad F. Al-Alwan

JEPS 2017-CC BY-ND

This journal and its content is licensed under a Attribution-NoDerivatives 4.0 International.

Flag Counter