Murat Hismanoglu, Hacettepe University (Ankara, Turkey), The Internet TESL Journal, Vol.

VI, No. 8, August 2000. Language Learning Strategies in Foreign Language Learning and
Teaching

He aims at emphasizing the importance of language learning strategies in foreign language

learning and teaching. It discusses the background of language learning strategies, defines the
concept of a language learning strategy, and outlines the taxonomy of language learning
strategies proposed by several researchers. It also takes into account the teacher's role in
strategy training and poses questions for further research on language learning strategies.

Issues in Language Learning Strategy Research and Teaching

Anna Uhl Chamot
(Auchamot@aol.com)
The George Washington University
Electronic Journal of Foreign Language Teaching
2004, Vol. 1, No. 1, pp. 14-26
Centre for Language Studies
National University of Singapore

Learning strategies are the thoughts and actions that individuals use to accomplish a learning
goal. Extensive research has identified the learning strategies used by students of a variety of
second and foreign languages and a somewhat smaller body of research has documented the
effectiveness of helping less successful language students improve their performance through
learning strategy instruction. This article discusses current issues in language learning
strategy research that affect teachers and learners of foreign languages. These issues include:
identification procedures of learning strategies, terminology and classification of strategies,
the effects of learner characteristics on strategy use, the effects of culture and context on
strategy use, explicit and integrated strategy instruction, language of instruction, transfer of
strategies to new tasks, and models for language learning strategy instruction. These eight
issues are explored through a discussion of existing research that illumines the issues.
Suggestions are presented for future research on issues that have not yet been thoroughly
explored.

WHAMPOA - An Interdisciplinary Journal 49(2005) 321-328

Language Learning Strategies in Foreign Language Education
Shu-Feng Tseng
Department of Applied Foreign Language, Cheng Shiu University

This paper aims at emphasizing the importance of language leaning strategies in EFL and
ESL education. It summarizes the definitions and the background of language learning
strategies in the literature. It also takes into account the factors affecting learners choice of
learning strategies, the importance of language learning strategies in language education, and
the teachers role in strategy training for research on language learning strategies.

Language learning strategies: students' and teachers' perceptions

Carrol Griffiths, Oxford journals, 2007

Although issues related to learner variables have received considerable attention over the
years, issues related to teachers have not been researched as thoroughly. This study aimed to
investigate the point of intersection of teachers' and learners' perceptions regarding language
learning strategies. Using an original questionnaire developed in a classroom situation and
based on student input, this study examined reported frequency of strategy use by
international students and teacher perceptions regarding the importance of strategy use.
Although students' and teachers' perceptions were not perfectly matched, results indicated
that teachers regard strategy use as highly important, and there was a high level of accord (71
per cent) between strategies which students reported using highly frequently and those which
teachers reported regarding as highly important, an encouraging finding somewhat at
variance with the results of some previous studies. Implications of these results for the
teaching/learning situation are discussed.

Journal of Learning Disabilities

Volume 41 Number 1
January/February 2008 85-96
2008 Hammill Institute on
Disabilities
10.1177/0022219407311040
http://journaloflearningdisabilities
.sagepub.com
hosted at
http://online.sagepub.com
Learning Strategies and Study Approaches of
Postsecondary Students With Dyslexia
John R. Kirby
Queens University, Kingston, Ontario
Robert Silvestri
Queens University, Kingston, Ontario and Trent University, Peterborough, Ontario
Beth H. Allingham
Queens University, Kingston, Ontario
Rauno Parrila
University of Alberta, Edmonton
Chantal B. La Fave
Queens University, Kingston, Ontario
The present study describes the self-reported learning strategies and study approaches of
college and university students with and without dyslexia and examines the relationship of
those characteristics with reading ability. Students with (n = 36) and without (n = 66)
dyslexia completed tests measuring reading rate, reading comprehension, reading history,
learning strategies, and learning approaches. The results indicated that students without
dyslexia obtained significantly higher scores than students with dyslexia in their reported use
of selecting main ideas and test taking strategies. Students with dyslexia reported
significantly greater use of study aids and time management strategies in comparison to
students without dyslexia. Moreover, university students with dyslexia were significantly
more likely to report a deep approach to learning in comparison to university students without
dyslexia. Reading ability correlated positively with selecting main ideas and test taking
strategies and negatively with use of study aids. The authors interpret the learning strategy
results as consequences of and compensations for the difficulties that students with dyslexia
have in word reading.
CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2010, 1(1), 36-45 36
Learning Strategies of Successful and Unsuccessful University Students
Ali Simsek
Jale Balaban
Anadolu University, Turkey
Abstract
The purpose of this study was to assess the most commonly used learning strategies of
undergraduate students and how these strategies were related to their academic performance.
Toward this purpose, a 60 item Likert scale was administered to a sample of 278
undergraduate students. The students were selected based on their cumulative grand-point-
average as the most successful and the least successful five senior-year students from each
majoring area in the faculties of arts, engineering, science, communication, and sports. The
Cronbachs Alpha reliability coefficient of the scale was 0,93. Results showed that successful
students used more, varied, and better learning strategies than unsuccessful students. Female
students were more effective in selecting and using appropriate strategies than male students.
There were a variety of differences among fields of study; students of fine arts used the
strategies least, while students of sports used them the most. The most preferred group of
strategies was metacognitive strategies, whereas the least preferred group was organization
strategies. The same pattern was found for the level of success, gender, and field of study.
The results overall imply that certain strategies contribute to student performance more than
other strategies, and majority of university students are aware of this situation.

Issues in Language Learning Strategy Research and

Language Learning Strategies of Students at
Different Levels of Speaking Proficiency
Carissa C. Cabaysa1
San Beda College, Manila
Lourdes R. Baetiong2
Division of Curriculum & Instruction, College of Education
University of the Philippines, Diliman

EDUCATION QUARTERLY, December 2010, Vol. 68 (1), 16-35

U.P. College of Education

This causal-comparative study aimed to examine the use of language learning strategies by
high school students when speaking in class, and factors affecting such strategy use. Seventy
sophomore students at a public school were observed, interviewed and asked to answer a 19-
item language learning strategy checklist. Results show strategy use to follow this order:
metacognitive, social/affective, and compensation strategies. Subjects were classified using
an adaptation of the ACTFL proficiency guidelines. Intermediate and novice speakers were
further observed and made to complete retrospection statements. The f-test was used to
compare strategy use of the two groups while Chi-square values were computed to compare
the groups combined strategies based on retrospection statements. Results indicate
significant differences between groups in the level of frequency at which metacognitive
strategies were used and at which strategies were orchestrated. These factors were shown to
influence strategy use: achievement in school, attitudes towards speaking English, task at
hand, subject area, topic of discourse, and teachers techniques in allocating turns to speak
and easing tension among learners asked to use the second language. Data suggest that
students could further improve their speaking abilities if they would gain knowledge about
learning strategies. Awareness of terms referring to various strategies would enable them to
monitor the effectiveness of their strategy use and help them develop autonomy in learning
English.

Teaching Students with ADHD to F.O.C.U.S.: A Learning Strategy

Dr. Victoria Groves Scott, Ed.D.

Assistant Provost for Academic Innovation and Effectiveness and Professor of Special
Education, Southern Illinois University Edwardsville

Kendra Fark
Speech Language Pathologist completing her clinical fellowship year in Illinois

2011

This article focuses on teaching a learning strategy to develop improved listening in students
with ADHD (Attention Deficit Hyperactivity Disorder). The goals of this article are to
briefly define learning strategies, discuss necessary aspects of listening, introduce the
FOCUS (Focus on speaker, Open your mind, Connect, use your eyes, select) strategy, explain
how to teach FOCUS, and explain how to evaluate students use of FOCUS in class. Result:
Students with ADHD face numerous challenges, with listening effectively being
one. Listening is used in every class and in every situation throughout each school
day. Students can apply the steps of the FOCUS strategy as they sit in class, go through the
lunch line, complete group work, and interact with peers on the playground. Teaching
students FOCUS and providing them with a variety of opportunities in which to practice
effective use of the strategy can give them a tool to improve their functioning across the
curriculum.

International Journal of Humanities and Social Science Vol. 2 No. 5; March 2012

Language Learning Strategies Among EFL/ESL Learners: A Review of Literature Pezhman

Zare Marvdasht Branch, Islamic Azad University Marvdasht, Iran.

The results of previous studies on second/foreign language learning indicate that language
learning strategies play an influential role in the process of language learning. In this regard,
the present paper makes an attempt to present a synthesis of research results on language
learning strategies among EFL/ESL learners and highlights the importance of these strategies
in second/foreign language learning and teaching. It summarizes the results of previous
studies on the good language learner, defines the concept of language learning strategy, and
outlines various classifications of language learning strategies proposed by several
researchers. It also discusses the factors influencing strategy choice and explores the
relationship between learning strategies and language learning achievement.
Acta Polytechnica Hungarica

Learning Strategies and Styles in Vocational Education

Peter Toth, 2012
Vocational education in Hungary has seen significant changes over the past 20 years.
However, the adaptivity of the system is largely aggravated by certain problems of content,
compensation and selection. As a result, the success of Hungarian public education, as shown
by PISA research, lags far behind its possibilities. In our present paper the adaptive model of
vocational education is outlined first, where teaching and learning strategies appear as
regulating agents with a formative influence on the educational process. The preferred
patterns of learning and teaching strategies typical of the individual yield the learning and
teaching styles. In the second part of the paper, the results of a longitudinal examination
performed among secondary vocational school students in Budapest are presented. The
answers to the following questions are sought: how much learning strategy and style can be
regarded as an individual characteristic, how it changes with the progress of studies, and
whether it shows any correlation with the gender or specialization of the students.