"I can rise up from my adversity”: Situational language learning strategies
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Published:
Sep 16, 2020
Keywords:
situational approach, students' strategies, language learning
Main Article Content
(1) * Febti Ismiatun
Universitas Islam Malang
Indonesia
(2) Diah Retno Widowati
Universitas Islam Malang
Indonesia
(3) Eko Suhartoyo
Universitas Islam Malang
Indonesia
(*) Corresponding Author
Abstract
Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper.
HIGHLIGHTS:
- The use of strategies is varied in changing learning situation.
- The appropriate strategies assist students in fulfilling the English learning needs.
- The application of strategy training in EFL classroom is noteworthy because it is teachable.
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How to Cite
Ismiatun, F., Widowati, D. R., & Suhartoyo, E. (2020). "I can rise up from my adversity”: Situational language learning strategies . JEES (Journal of English Educators Society), 5(2), 143-147. https://doi.org/10.21070/jees.v5i2.512
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Copyright (c) 2020 Febti Ismiatun, Diah Retno Widowati, Eko Suhartoyo
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Neuenhaus, N., Artelt, C., Schneider, W., & Lingel, K. (2018). Does metacognitive knowledge mediate the relation between goal orientations and educational achievement in secondary school students? Electronic Journal of Research in Educational Psychology, 16(44), 5–33. https://doi.org/10.25115/ejrep.v16i44.1935
Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9–30. https://doi.org/10.1177/1362168812457528
Oxford, R. L. (1992). Research on Second Language Learning Strategies. Annual Review of Applied Linguistics, 13, 174–187. https://doi.org/10.1017/s0267190500002452
Qian, Y., & Sun, Y. (2019). Autonomous learning of productive vocabulary in the EFL context: An action research approach. Digital Scholarship in the Humanities, 34(1), 159–173. https://doi.org/10.1093/llc/fqy026
Rahimi, A. H. (2012). On the Role of Strategy Use and Strategy Instruction in Listening Comprehension. Journal of Language Teaching and Research, 3(3). https://doi.org/10.4304/jltr.3.3.550-559
Révész, A., Kourtali, N. E., & Mazgutova, D. (2017). Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity. Language Learning, 67(1), 208–241. https://doi.org/10.1111/lang.12205
Robinson, S. A., Rickenbach, E. H., & Lachman, M. E. (2016). Self-regulatory strategies in daily life. International Journal of Behavioral Development, 40(2), 126–136. https://doi.org/10.1177/0165025415592187
Rose, H. (2012). Reconceptualizing strategic learning in the face of self-regulation: Throwing language learning strategies out with the bathwater. Applied Linguistics, 33(1), 92–98. https://doi.org/10.1093/applin/amr045
Rubin, J. (1975). What the “Good Language Learner” Can Teach Us. TESOL Quarterly, 9(1), 41. https://doi.org/10.2307/3586011
Teng, (Mark) Feng. (2019). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2019.1615493
Teng, L. S., & Zhang, L. J. (2019). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing. https://doi.org/10.1016/j.jslw.2019.100701
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70–89. https://doi.org/10.1093/applin/amh039
Wahyudi, R. (2014). What Does Good Language Learner (GLL) Say about Foreign Language Learning? A Story from an Indonesian Learner. Advances in Language and Literary Studies, 5(1), 1–5. https://doi.org/10.7575/aiac.alls.v.5n.1p.1
Weston, J. L. (2015). The Impact of Strategy Instruction on Source-Based Writing. In ProQuest Dissertations and Theses. http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1716382312?accountid=14244%5Cnhttp://vb3lk7eb4t.search.serialssolution.com?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQuest+Dissertations+%26+Theses+Global&rft
Yang, C., & Bai, L. (2019). The use of metacognitive strategies by Chinese PhD students of social sciences in Australian universities. International Journal of Educational Research, 97, 43–52. https://doi.org/10.1016/j.ijer.2019.06.007
Amiryousefi, M. (2016). The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety. Computer Assisted Language Learning, 29(5), 1050–1066. https://doi.org/10.1080/09588221.2016.1170040
Azkarai, A., & García Mayo, M. del P. (2017). Task repetition effects on L1 use in EFL child task-based interaction. Language Teaching Research, 21(4), 480–495. https://doi.org/10.1177/1362168816654169
Bai, B., & Guo, W. (2019). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research. https://doi.org/10.1177/1362168819859921
Chon, Y. V., & Shin, T. (2019). Profile of second language learners’ metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70, 62–75. https://doi.org/10.1016/j.lindif.2019.01.007
Clark, A., & Lappin, S. (2013). Complexity in Language Acquisition. Topics in Cognitive Science, 5(1), 89–110. https://doi.org/10.1111/tops.12001
Comajoan, L. (2019). Cognitive grammar learning strategies in the acquisition of tense-aspect morphology in L3 Catalan. Language Acquisition, 26(3), 262–281. https://doi.org/10.1080/10489223.2018.1534965
Coskun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Online Submission, 4(1), 35-50.
Creswell, J. W., & Poth, C. N. (2018). Five Qualitative Approaches to Inquiry. In Qualitative Inquiry & Research Design: Choosing Among Five Approaches (pp. 65–110). https://doi.org/10.1017/CBO9781107415324.004
Dawson, C., & Dawson, C. (2019). Strategies for Learning and Structuring. In Effective Learning. https://doi.org/10.1163/9789087908706_005
Dörnyei, Z. (2003). Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications. Language Learning, 53(S1), 3–32. https://doi.org/10.1111/1467-9922.53222
Fekri, N. (2016). Investigating the Effect of Cooperative Learning and Competitive Learning Strategies on the English Vocabulary Development of Iranian Intermediate EFL Learners. English Language Teaching, 9(11), 6. https://doi.org/10.5539/elt.v9n11p6
Ferdinand, V., Kirby, S., & Smith, K. (2019). The cognitive roots of regularization in language. Cognition, 184, 53–68. https://doi.org/10.1016/j.cognition.2018.12.002
Griffiths, C. (2003). Patterns of language learning strategy use. System, 31(3), 367–383. https://doi.org/10.1016/S0346-251X(03)00048-4
Griffiths, C. (2015). What have we learnt from “good language learners”? ELT Journal, 69(4), 425–433. https://doi.org/10.1093/elt/ccv040
Gu, Y. (2012). Learning strategies: Prototypical core and dimensions of variation. Studies in Self-Access Learning Journal, 3(4), 330–356. http://sisaljournal.org/archives/dec12/gu
Hakan, K., Aydin, B., & Bulent, A. (2015). An Investigation of Undergraduates’ Language Learning Strategies. Procedia - Social and Behavioral Sciences, 197, 1348–1354. https://doi.org/10.1016/j.sbspro.2015.07.388
Han, T. (2015). Foreign Language Learning Strategies in the Context of STEM Education. GiST Education and Learning Research Journal, 11, 79–102. https://doi.org/10.26817/16925777.287
Huang, S. C. (2018). Language learning strategies in context. Language Learning Journal, 46(5), 647–659. https://doi.org/10.1080/09571736.2016.1186723
Kusey, C. (2010). Lessons from Good Language Learners , edited by Carol Griffiths. Bilingual Research Journal, 33(2), 267–269. https://doi.org/10.1080/15235882.2010.502804
Leaver, B. Lou, Ehrman, M., & Shekhtman, B. (2009). Learning styles and learning strategies. In Achieving Success in Second Language Acquisition (pp. 65–91). https://doi.org/10.1017/cbo9780511610431.005
Mistar, J., Zuhairi, A., & Yanti, N. (2016). Strategies Training in the Teaching of Reading Comprehension for EFL Learners in Indonesia. English Language Teaching, 9(2), 49. https://doi.org/10.5539/elt.v9n2p49
Movahed, R. (2014). The Effect of Metacognitive Strategy Instruction on Listening Performance, Metaconitive awareness and Listening anxiety of Beginner Iranian EFL Students. International Journal of English Linguistics, 4(2). https://doi.org/10.5539/ijel.v4n2p88
Neuenhaus, N., Artelt, C., Schneider, W., & Lingel, K. (2018). Does metacognitive knowledge mediate the relation between goal orientations and educational achievement in secondary school students? Electronic Journal of Research in Educational Psychology, 16(44), 5–33. https://doi.org/10.25115/ejrep.v16i44.1935
Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9–30. https://doi.org/10.1177/1362168812457528
Oxford, R. L. (1992). Research on Second Language Learning Strategies. Annual Review of Applied Linguistics, 13, 174–187. https://doi.org/10.1017/s0267190500002452
Qian, Y., & Sun, Y. (2019). Autonomous learning of productive vocabulary in the EFL context: An action research approach. Digital Scholarship in the Humanities, 34(1), 159–173. https://doi.org/10.1093/llc/fqy026
Rahimi, A. H. (2012). On the Role of Strategy Use and Strategy Instruction in Listening Comprehension. Journal of Language Teaching and Research, 3(3). https://doi.org/10.4304/jltr.3.3.550-559
Révész, A., Kourtali, N. E., & Mazgutova, D. (2017). Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity. Language Learning, 67(1), 208–241. https://doi.org/10.1111/lang.12205
Robinson, S. A., Rickenbach, E. H., & Lachman, M. E. (2016). Self-regulatory strategies in daily life. International Journal of Behavioral Development, 40(2), 126–136. https://doi.org/10.1177/0165025415592187
Rose, H. (2012). Reconceptualizing strategic learning in the face of self-regulation: Throwing language learning strategies out with the bathwater. Applied Linguistics, 33(1), 92–98. https://doi.org/10.1093/applin/amr045
Rubin, J. (1975). What the “Good Language Learner” Can Teach Us. TESOL Quarterly, 9(1), 41. https://doi.org/10.2307/3586011
Teng, (Mark) Feng. (2019). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2019.1615493
Teng, L. S., & Zhang, L. J. (2019). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing. https://doi.org/10.1016/j.jslw.2019.100701
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70–89. https://doi.org/10.1093/applin/amh039
Wahyudi, R. (2014). What Does Good Language Learner (GLL) Say about Foreign Language Learning? A Story from an Indonesian Learner. Advances in Language and Literary Studies, 5(1), 1–5. https://doi.org/10.7575/aiac.alls.v.5n.1p.1
Weston, J. L. (2015). The Impact of Strategy Instruction on Source-Based Writing. In ProQuest Dissertations and Theses. http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1716382312?accountid=14244%5Cnhttp://vb3lk7eb4t.search.serialssolution.com?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQuest+Dissertations+%26+Theses+Global&rft
Yang, C., & Bai, L. (2019). The use of metacognitive strategies by Chinese PhD students of social sciences in Australian universities. International Journal of Educational Research, 97, 43–52. https://doi.org/10.1016/j.ijer.2019.06.007