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Journal articles on the topic 'Language Learning Strategies (LLS)'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Furwana, Dewi. "Language Learning Strategies of EFL College Students." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (2017): 76–91. http://dx.doi.org/10.30605/ethicallingua.v4i1.349.

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The objectives of the research were (1) to investigate the most dominant language learning strategies (LLS) used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2) to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1) metacognitive strategies was the most dominant LLS used, and (2) the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies wit

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Lem, Ngo Cong. "Language learning strategies among Vietnamese EFL High School students." Indonesian JELT: Indonesian Journal of English Language Teaching 14, no. 1 (2019): 55–70. http://dx.doi.org/10.25170/ijelt.v14i1.1418.

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Despite productive research on language learning strategies (LLS), LLS is still a multifaceted topic subject to controversy. Thus, previous researchers have encouraged conducting further LLS research in different educational contexts and student population. The current study was conducted to examine the LLS use among high school students, a relatively neglected population in previous LLS studies. Participants in the study were 83 Vietnamese tenth-graders who were administered the Strategy Inventory for Language Learning (SILL) by Oxford (1990), including six subscales: memory-related, cognitiv

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Ernomo, Zandi. "Language Learning Strategies (LLS) Instruction to Help Students Become Better Language Learners." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (2018): 79. http://dx.doi.org/10.30587/jetlal.v2i2.2466.

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Based on act of The Republic of Indonesia number 20, year 2003 on National Education System, learners should be active participants and able to develop their full potential. From the statement, the paradigm in educational field has changed from teacher centered learning to student-centered learning. Teaching language learners to learn so that they will be effective learners is a major issue in language teaching nowadays. A way to do that is by conducting strategy instruction. So, the purpose of this paper is to find out the definition of LLS, factors affecting the choice of LLS, classification

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Kussin, Haddi Junaidi, Ainon Omar, and Napisah Kepol. "Language Learning Strategies (LLS): Teachers’ Notions and Practice." Dinamika Ilmu 18, no. 1 (2018): 109–22. http://dx.doi.org/10.21093/di.v18i1.1086.

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The purpose of the study was to find out both notions and practice where LLS are concern. The study targeted the teacher population at Centre for Foundation Studies of the International Islamic University Malaysia, particularly teachers responsible of teaching English at the educational institution. However, there were only four teachers who responded to the invitation to become part of the study. The study first explored the individual perception of the four teachers who volunteered (done via three separate interview sessions) before lesson implementations of the four were observed to substan

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José, Miguel Marenco Domínguez, and Marín Juanías José. "Language learning strategies research in English as foreign language contexts: A systematic literature review." Journal of Education and Learning (EduLearn) 18, no. 2 (2024): 471–79. https://doi.org/10.11591/edulearn.v18i2.21144.

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The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in thefield o

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Chen, Lijuan, and Claire Rodway. "Distance Students’ Language Learning Strategies in Asynchronous and Synchronous Environments." CALICO Journal 40, no. 2 (2023): 198–217. http://dx.doi.org/10.1558/cj.21639.

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Although there are many studies on distance students’ language learning strategies (LLS) use, very little is known about what distinguishes LLS use between synchronous and asynchronous environments. This preliminary mixed-methods research helps to fill this gap by investigating distance students’ LLS use in these two environments. The picture of LLS use that emerged from the data collected has clearly demonstrated that the participants’ use of LLS and technologies was environment-dependent. Our findings suggest that, although the participants were able to use a wide repertoire of LLS and techn

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Pei, Xiaoyu. "Language Learning Strategies from the Perspective of Learning Context." World Journal of English Language 13, no. 5 (2023): 251. http://dx.doi.org/10.5430/wjel.v13n5p251.

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Learning context, as an important influence on language learning strategy (LLS), has received more attention in recent years. For the purpose of better strategy choices in different learning contexts and language achievements, this study investigated LLS from the perspective of learning context. Participants were 44 doctoral students recruited in ESL learning context (the US) and EFL learning context (China). Data were gathered through a mixed-methods research design with the use of the Language Strategy Use Inventory (LSUI). The results showed that the participants in both learning contexts r

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Et al., Zamri Mahamod. "Malay Language Learning Strategies Use Among Chinese Student Through Attitude And Learning Skills." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (2021): 31–43. http://dx.doi.org/10.17762/turcomat.v12i5.728.

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This study was conducted to identify the Malay language learning strategies (MLLS) and frequency through language skill use among Chinese students in Muar, Johor. This study aimed to investigate the relationship of language learning strategies (LLS) by attitude. A total of 181 Chinese students form 4 selected for this study. The sample selection was random. This research uses a questionnaire as a major research tool to gather information about the use of language learning strategies. The instrument uses a Likert scale of 1 to 5. Data were analyzed using Statistic Package for Social Science (SP

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Guljemal Guvanch qizi, To’xtayeva, and Umarova Ziyoda Ibrakhimovna. "MOTIVATION AND LANGUAGE LEARNING STRATEGIES." INTERNATIONAL JOURNAL OF SCIENCE AND TECHNOLOGY 2, no. 10 (2025): 54–55. https://doi.org/10.70728/tech.v2.i10.019.

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This study explores the intricate relationship between motivation and language learning strategies (LLS). Motivation is a key affectivefactor influencing language acquisition, while strategic behavior in learning enhances learners’ autonomy and success. By reviewing empirical studies and theoretical frameworks, the paper investigates how different types of motivation affect the use and efficacy of learning strategies among language learners. Results suggest that high motivation, particularly intrinsic and integrative motivation, correlates positively with frequent and effective use of a variet

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Damanik, Juli Yanti. "Language learning strategies used by Indonesian learners in IELTS." Studies in English Language and Education 9, no. 1 (2022): 62–77. http://dx.doi.org/10.24815/siele.v9i1.21448.

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This study investigated the frequently used language learning strategies (LLS) by Indonesian learners in learning English for a high-stakes exam, IELTS. In addition, differences in the LLS use among participants with different proficiency were examined. Using a quantitative approach, data were collected by using an online survey by utilizing Oxford’s Strategy Inventory for Language Learning (SILL) as the instrument. Sixty-one Indonesian adult learners who had taken IELTS were involved in this study. Their IELTS score indicated their proficiency levels. Data analysis was carried out using Stati

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Mahib UR Rahman, Mohammed. "EFL Learners’ Language Learning Strategies: A Case Study at Qassim University." Advances in Language and Literary Studies 11, no. 5 (2020): 6. http://dx.doi.org/10.7575/aiac.alls.v.11n.5p.6.

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Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide

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Zakaria, Nur Yasmin Khairani, Nora Ezzati Azmi, and Norfarizah Adira Abd Hadi. "Improving Reading Skills Using Language Learning Strategies (LLS)." Journal of Counseling and Educational Technology 2, no. 1 (2019): 1. http://dx.doi.org/10.32698/0271.

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Language learning strategies are regarded as one of the most classic and conventional learning methods to be employed by language learners. In language learning, reading is regarded as one of the most resourceful method to be employed by language learners to improve their productive skills namely writing and speaking. However, little attention has been given to the aforementioned strategies to be as a mean to improve language proficiency in general. The study aims to discover language learners’ most preferred strategies to be employed in improving their reading skills in general. Distribution

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Tanjung, Firima Zona. "LANGUAGE LEARNING STRATEGIES IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM IN INDONESIAN HIGHER EDUCATION CONTEXT." LLT Journal: A Journal on Language and Language Teaching 21, Suppl (2018): 50–68. http://dx.doi.org/10.24071/llt.v21isuppl.966.

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Indonesian university students are not well-familiar with language learning strategies (LLS) as they are dependent on their lecturers. This condition also gets worse because the students still have low level of proficiency although they have already been learning English for multiple years. There have been many researches on students LLS related to the four language skills and gender but there is a high need of studying the students LLS regarding their age in the Indonesian higher education context. This research aimed at investigating students language learning strategies related to their age

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Hasan, Muhammad, and Lu'luil Masruroh. "Investigating the Implementation of Language Learning Strategies in Alleviating Foreign Language Anxiety Among University Students." Alsina : Journal of Arabic Studies 6, no. 1 (2024): 81–102. https://doi.org/10.21580/alsina.6.1.22948.

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Foreign Language Anxiety (FLA) significantly impacts language acquisition, yet its interplay with Language Learning Strategies (LLS) remains underexplored in the context of Arabic language learning in Indonesian Islamic higher education. This study examines the relationship between FLA and LLS among university students learning Arabic at STAI Al-Yasini Pasuruan, Indonesia. In this setting, cultural and religious factors may uniquely influence language anxiety. The research aims to assess the levels of FLA, evaluate the frequency of LLS use, and explore the correlation between these variables.

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Namaziandost, Ehsan, Ava Imani, and Meisam Ziafar. "An investigation of Iranian EFL teachers and learners’ attitudes towards using language learning strategies." Global Journal of Foreign Language Teaching 10, no. 1 (2020): 65–71. http://dx.doi.org/10.18844/gjflt.v10i1.4492.

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Language learning strategies (LLS) refer to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. Considering the importance of LLS, insufficient studies have been carried out on understanding both teachers and learners’ opinions towards using LLS in Iranian educational context. Therefore, in this project, Iranian English as a foreign language (EFL) teachers and learners’ opinions towards using LLS have been investigated. To fulfill this objective, 20 teachers and 20 learners filled out a questionnaire. After gath

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Domínguez, José Miguel Marenco, José Marín Juanías, and Clara Molina. "Language learning strategies of Colombian learners of English as a foreign language." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2739–48. https://doi.org/10.11591/ijere.v13i4.28739.

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While some studies about language learning strategies (LLS) have been held in Colombia, there is still ample room for research. Particularly, an explanatory sequential mixed methods design can offer insights into how gender, grade level, and perceived language proficiency may influence Colombian students’ selection of strategies for learning English. Furthermore, teachers’ explicit instruction of strategies has not commonly been contrasted with students’ reported use of strategies. This study sought to bridge existing gaps by exploring the favored learning strategies of Colom

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Marenco Domínguez, José Miguel, Zaida Mabel Angel-Cuervo, Carlos Alberto Dávila Rubio, Dany Andrey Latorre Méndez, and Laura Bibiana Quevedo-Padilla. "Language learning strategies and communicative competence of Colombian learners of English as a foreign language." Journal of Education and Learning (EduLearn) 19, no. 2 (2025): 872–79. http://dx.doi.org/10.11591/edulearn.v19i2.22062.

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Even when proficiency in foreign languages has emerged as a critical skill to foster academic, professional, and personal growth, there remains a notable gap in the literature regarding the relation between language learning strategies (LLS) and communicative competence in English among Colombian high school students. This investigation used an explanatory correlational design to explore the connections between LLS and the communicative competence of 123 eleventh graders within the Colombian context. Data collected employing an inventory and the results of the English section of a standardized

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Shaswar, Annika, and Åsa Wedin. "Language learning strategies and teaching practices in adult L2 education." Apples - Journal of Applied Language Studies 13, no. 3 (2019): 17–34. http://dx.doi.org/10.17011/apples/urn.201907063590.

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This article highlights the use and co-construction of language learning strategies (LLS) in second language education for adults with short previous education. In a case study, we explore how LLS are used and co-constructed by one student and one teacher. The data for the article was created in an action research programme comprising two Swedish for Immigrants (SFI) schools, and the methodology used was classroom observation based in linguistic ethnography. In accordance with Griffiths (2013, p. 15) LLS are defined as “activities consciously chosen by learners for the purpose of regulating th

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Belmaz, Yaroslava, and Oksana Horovenko. "APPLYING DIRECT LANGUAGE LEARNING STRATEGIES WHEN TEACHING ENGLISH." Scientific journal of Khortytsia National Academy, no. 2023-8 (May 25, 2023): 49–56. http://dx.doi.org/10.51706/2707-3076-2023-8-4.

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This methodological article deals with the issue of language learning strategies. Different approaches to the definition and classification of LLS are studied. The authors of the article focus on applying direct learning strategies in the process of teaching English. The goal of the present research was to prove the effectiveness of direct language learning strategies to form students’ lexical competence. In the article, the methods and techniques used in the process of the experiment are presented. The result shows that direct learning strategies in teaching English have a positive effect on

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Alnujaidi, Sulaiman. "The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia." International Journal of English Linguistics 9, no. 1 (2018): 69. http://dx.doi.org/10.5539/ijel.v9n1p69.

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This study investigated the relationship between EFL students&rsquo; Perceptual Learning Styles (PLS) and their Language Learning Strategies (LLS). A group of (155) college-level EFL students in Saudi Arabia was surveyed. Reid&rsquo;s learning styles model was employed to identify the participants&rsquo; PLS. Oxford&rsquo;s language learning strategies model was used to identify the participants&rsquo; LLS. The study&rsquo;s results showed that the most preferred learning styles among students were kinesthetic, auditory, and group PLS respectively. It was also found tha

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Alnujaidi, Sulaiman. "Factors Influencing College-Level EFL Students’ Language Learning Strategies in Saudi Arabia." International Journal of English Linguistics 7, no. 1 (2017): 69. http://dx.doi.org/10.5539/ijel.v7n1p69.

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This study investigated the factors that influence college-level EFL students’ Language Learning Strategies (LLS) in Saudi Arabia. A survey of 178 participants from different higher education institutions in Saudi Arabia was conducted. A Multivariate Analysis of Variance (MANOVA) was employed to identify the most frequently used LLS and to investigate the difference between students’ demographic variables and their use of LLS. The study’s results revealed that the majority of participants fell in the age category between (18-22) years old, were in their 4th year of college, were Saudi national

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Kamil, Dairabi. "Do Conceptions of Learning Predict Language Learning Strategies? Evidence from Indonesian EFL Learners." Indonesian Research Journal in Education |IRJE| 5, no. 2 (2021): 479–95. http://dx.doi.org/10.22437/irje.v5i2.16468.

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Research has shown that information on students’ conceptions of learning (COL) and their language learning strategies (LLS) are beneficial for understanding certain recurring phenomena of foreign language learning and outcomes. However, these two constructs have been separately studied from each other. This study sought to fill this void by investigating the relationship between the constructs and the extent to which COL predicts LLS. Data were collected by administering the Conceptions of Learning Inventory (COLI) and Strategy Inventory for Language Learning (SILL) to 210 pre-service EFL teac

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Huang, Shu-Hsiu, and Kuei-Lan Tsai. "Language learning strategies in focus: exploring their utilization by college student-athletes." Language Learning in Higher Education 14, no. 1 (2024): 229–51. http://dx.doi.org/10.1515/cercles-2023-0043.

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Abstract This study explores the specific language learning strategies (LLS) employed by student-athletes in Higher Education institutions in Taiwan. Given these student-athletes’ challenges in balancing academic and athletic commitments, understanding their adoption of LLS provides valuable pedagogical insights. This quantitative research gathered 150 responses, considering variables such as academic year, gender, duration of English study, and athletic specialization. Our findings indicate a moderate overall LLS usage, with a pronounced preference for metacognitive strategies. Strategies suc

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Ahsanah, Finaty. "Gender and Age Differences in the Use of Language Learning Strategies by Junior and Senior High School Students." JET (Journal of English Teaching) 6, no. 1 (2020): 50–59. http://dx.doi.org/10.33541/jet.v6i1.1405.

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In learning English as a foreign language, language learning strategies (LLS) is undoubtedly important. Therefore, most of language learners need to employ LLS in learning language effectively. However, LLS have a uniqueness that is each learner may employ LLS differently and it usually depends on some factors. The factors which usually affect LLS preferences among others are motivation, socioeconomic status, parental support, age, gender, etc. This current study tries to explore this phenomenon by administering Strategy Inventory for Language Learning (SILL) to 118 participants, consisted of

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Palupi, Dian, Anita Triastuti, and Laser Romios. "The Relationship between Learners’ Starting Age in Learning Second Language and Their Choice of Language Learning Strategies (LLS)." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 2 (2021): 355. http://dx.doi.org/10.26858/eralingua.v5i2.18272.

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Abstract. Age and the choice of language learning strategies (LLS) have similarities with the relationship between the aspects of individual differences, social factor, and the LLS itself. This study aimed to investigate whether and how the learners’ starting age in second language learning affects their choice of LLS. 94 ESL learners of two age-based groups were involved in this study. A translated version of the Strategy Inventory for Language Learning (SILL) version 7.0 proposed by Oxford and an interview guideline were used in data collection. Such version covers 50 statements designed for

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Thao, Tran Quoc. "Non-English majors’ employment of autonomous English lexical learning strategies." SOCIAL SCIENCES 10, no. 1 (2020): 43–54. http://dx.doi.org/10.46223/hcmcoujs.soci.en.10.1.540.2020.

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The lexicon is one of the most core elements in a language system, so acquiring/learning it is a must-do job for ESL/EFL learners. Nevertheless, whether ESL/EFL learners can employ English lexical learning strategies (LLS) autonomously or not has concerned researchers and educators in different contexts. This study, therefore, endeavors to explore the use of autonomous English LLS by non-English majors at a technical Ho Chi Minh City-based university in Vietnam. It involved 200 students in answering a closed-ended questionnaire and ten students in semi-structured interviews. The results reveal

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Marenco Domínguez, José Miguel, José Marín Juanías, and Clara Molina. "Language learning strategies of Colombian learners of English as a foreign language." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2739. http://dx.doi.org/10.11591/ijere.v13i4.28739.

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While some studies about language learning strategies (LLS) have been held in Colombia, there is still ample room for research. Particularly, an explanatory sequential mixed methods design can offer insights into how gender, grade level, and perceived language proficiency may influence Colombian students’ selection of strategies for learning English. Furthermore, teachers’ explicit instruction of strategies has not commonly been contrasted with students’ reported use of strategies. This study sought to bridge existing gaps by exploring the favored learning strategies of Colombian learners and

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Jaekel, Nils. "Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency." International Review of Applied Linguistics in Language Teaching 58, no. 2 (2020): 195–220. http://dx.doi.org/10.1515/iral-2016-0102.

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AbstractLanguage learning strategies (LLS) are suggested to facilitate learning and support learner autonomy. The integration of content and language in foreign language education increases the cognitive work load. Furthermore, self-efficacy has been identified as a key predictor for strategy use and language achievement. The present study aimed to (1) investigate LLS use in content-based versus traditional foreign language environments and (2) assess the impact LLS use and self-efficacy have on language proficiency. Participants were Year 9 Content and Language Integrated Learning (CLIL) and

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Lootfi Amir, Ahmad Hamizan, Hoe Xin Yi, Nur Hannan Zulkefli, Nurul Anissma Nasuha Irham, and Harwati Hashim. "Exploring Language Learning Strategies of Good Language Learners in Malaysian ESL Contexts." International Journal of Research and Innovation in Social Science IX, no. V (2025): 3824–32. https://doi.org/10.47772/ijriss.2025.905000290.

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This study investigates the use of language learning strategies (LLS) among good language learners in Malaysia, addressing a gap in research on how successful learners employ these strategies to enhance their own language acquisition. It explores the use of metacognitive and cognitive strategies, along with digital tools, to enhance student outcomes, aligning with Malaysia’s emphasis on student-centered learning and digital literacy. Using a quantitative descriptive research design, the study examines the frequency and types of LLS employed by good language learners, and their relationship to

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Alfian, Alfian. "The favored language learning strategies of Islamic university EFL learners." Studies in English Language and Education 8, no. 1 (2021): 47–64. http://dx.doi.org/10.24815/siele.v8i1.17844.

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Despite the existence of many studies about language learning strategies (LLS) around the world, little work has been reported on the LLS use of Islamic university students from a qualitative perspective. Thus, to fill this empirical gap, this study is aimed to explore the LLS use and choice by learners studying at an Islamic university in Indonesia. This study employed a qualitative approach by interviewing 18 learners who would become teachers of English as a Foreign Language (EFL). They have been interviewed about the ways or strategies when they are learning English. The data gained from t

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Khawaji, Sameiha Alhussain N. "Investigation of The Factors Affecting the Use of Language Learning Strategies by Saudi EFL Learners." مجلة جامعة جازان للعلوم الإنسانية 5, no. 1 الجزء الرابع (2016): 489–512. https://doi.org/10.63908/57yt5v50.

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The aim of this study is to determine factors affecting language learning strategies used by Saudi EFL learners. The study is based on a review of previous literature related to language learning strategies (LLS) and factors affecting the use the of LLSs. To examine the research problem, the study employed a quantitative approach in Jazan University in Saudi Arabia, used different statistical techniques including descriptive statistics, multiple regression analysis, and one-way ANOVA. The results showed that language study years, gender, learning styles, motivation and proficiency can predict

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Oxford, Rebecca L., and Mirosław Pawlak. "Editorial." Studies in Second Language Learning and Teaching 8, no. 2 (2018): 187–91. http://dx.doi.org/10.14746/ssllt.2018.8.2.1.

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We welcome you to our special issue of Studies in Second Language Learning and Teaching (SSLLT). Our focus is language learning strategies, or LLS. We have been discussing the need for this special issue for years. Over coffee, sodas, or Chardonnet at many conferences and via emails and Skype, we discussed urgent issues in LLS assessment, research, and instruction.SSLLT, like many journals, has published numerous articles involving LLS, and other journals have had special issues on LLS. However, the time is ripe for a special issue that systematically includes LLS for all language skill areas,

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Mickwitz, Åsa, Heini Lehtonen, Dragana Cvetanović, and Auli Toom. "“My Goal Is to Talk Like a Native”: Emergent Bilingual Students’ Use of Language Learning Strategies." Theory and Practice in Language Studies 14, no. 1 (2024): 1–12. http://dx.doi.org/10.17507/tpls.1401.01.

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This paper investigates emergent bilingual students’ (Finnish and Swedish) use of language learning strategies (LLS). The focus is on the frequency of LLS use, the difference between Swedish and Finnish speaking students’ use of LLS and the effect on use of LLS to improve the students’ weaker language. The data consisted of students’ self-reports concerning the use of LLS and their proficiency in their L2 on a seven-point Likert scale online survey. The survey also included an opportunity to comment on the answers. The data were gathered in 2019/2020. The instrument was influenced by the SILL

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Widiastuti, Sang Ayu Putu Sri Anggrita, Rima Andriani Sari, and Ni Putu Era Marsakawati. "ENGLISH LEARNING SRATEGIES USED BY JAPANESE LANGUAGE EDUCATION STUDY PROGRAM STUDENTS." Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) 13, no. 1 (2025): 43. https://doi.org/10.35194/jj.v13i1.5051.

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This study was aimed to investigate the Language Learning Strategies (LLS) used by university students in learning English and the factors that affect the choice of the strategies by students from the Japanese Language Education at a public university in Bali. This research utilized mixed method in its process. There were 55 active students from the Japanese Language Education study program participated in this research. Data were collected through the SILL version 7.0 questionnaire developed by Oxford and has gone through an adaptation process in accordance with the times, and was validated b

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Cordero, Angelie Lyn, and Bayani Santos Jr. "Relationship and Attributive Impact of Self-Regulation, Language Learning Strategies, and Second Language Anxiety to Second Language Learning of Grade 11 Students." International Journal of Literacy, Culture, and Language Education 4 (December 26, 2023): 4–30. http://dx.doi.org/10.14434/ijlcle.v4i.36048.

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Second language (L2) learning is a complex process for language learners, which is evident in the language performance of Filipino learners who are performing poorly in writing and reading in English. Based on several studies with findings that corroborate the influence of self-regulation, Language Learning Strategies (LSS), and L2/ESL anxiety on L2 learning, the present descriptive-correlational study aimed to determine the relationship and attributive impact of self-regulation, LLS, and L2/ESL anxiety on L2 learning in a defined Philippine university. The data were collected from 447 Grade 1

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Kölemen, Ülkü. "A Systematic Review of Studies on Language Learning Strategies from 1977 to 2018." International Journal of Language and Literary Studies 3, no. 1 (2021): 151–69. http://dx.doi.org/10.36892/ijlls.v3i1.485.

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This study aims to reveal the extent to which language learning strategies (LLS) are studied, including the changing research trends, the most prominen t scholars working on LLS and the countries in which the articles are based on, citation analysis, global academic collaboration and emerging top research topics. The analysis of the related literature was carried out by employing a bibliometric analysis of the research and review papers indexed in the Web of Science databases: Social Science Citation Index (SSCI), Emerging Sources Citation Index (ESCI), Conference Proceedings Citation Index-So

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Ibrahim, Fatimah Layba, Heni Nurhaeni, Audi Yundayani, and Fiki Alghadari. "LANGUAGE LEARNING STRATEGIES IN ENGLISH SPEAKING SKILLS: GAINING THE PERSPECTIVE OF NURSING STUDENTS." Journal of Learning and Technology 2, no. 1 (2023): 8–17. http://dx.doi.org/10.33830/jlt.v2i1.4411.

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The use of English in medical contexts is rising globally. The English for nursing purposes assists students meet the requirement by addressing their needs in the context of nursing, particularly their speaking abilities. However, the shift from offline to online learning has an effect on nursing students' opportunity to practice their English-speaking skills. This study attempts to identify the language learning strategies (LLS) that nursing students employ to improve their speaking abilities for vocational objectives. Forty nursing students from an Indonesian nursing academy were the study's

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Marenco Domínguez, José Miguel, and José Marín Juanías. "Language learning strategies research in English as foreign language contexts: A systematic literature review." Journal of Education and Learning (EduLearn) 18, no. 2 (2024): 471–79. http://dx.doi.org/10.11591/edulearn.v18i2.21144.

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The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field

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Husin, Norhayati, and Wan Najmiyyah Wan Md Adnan. "Exploring multiple intelligences and language learning strategies among science and technology students in a Malaysian university." Journal of Language and Cultural Education 11, no. 1 (2023): 46–58. http://dx.doi.org/10.2478/jolace-2023-0004.

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Abstract Student profiling and learning strategies have gained the interest of many researchers. In language learning in particular, understanding students’ learning strategies as well as their multiple intelligence profiles is significant because it allows the teachers to develop and design lessons and materials that are customised to their diverse learning needs. Hence, this study investigates the Multiple Intelligences (MI) and Language Learning Strategy (LLS) profiles of students from various science and technology faculties of Universiti Teknologi MARA (UiTM) Terengganu, with a focus on g

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Ahmad Ghulamuddin, Nurul Jannah, Tengku Intan Suzila Tengku Sharif, and Zainurin Abd Rahman. "STEM STUDENTS’ ENGLISH LANGUAGE LEARNING STRATEGIES AND UNDERLYING FACTORS PERTAINING TO OPEN DISTANCE LEARNING." Journal of Nusantara Studies (JONUS) 7, no. 2 (2022): 81–102. http://dx.doi.org/10.24200/jonus.vol7iss2pp81-102.

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Background and Purpose: The COVID19 pandemic challenges on learning necessitate the understanding of students’ Language Learning Strategies (LLS). Studies on science, technology, engineering, and mathematics (STEM) students’ English LLS is scarce. The objectives of the study are to examine the LLS employed by STEM students learning English as a second language (ESL) in a public university (PU) in Malaysia and to investigate the LLS underlying factors pertaining to the open distance learning (ODL).  Methodology: This study was designed as survey research, employing the quantitative

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Noprival, Noprival, Alfian Alfian, Robi Soma, Diana Rozelin, and Wildan Mahir Muttaqin. "Language learning strategies used by Indonesian pharmacy students beyond the classroom." SALEE: Study of Applied Linguistics and English Education 4, no. 1 (2023): 201–12. http://dx.doi.org/10.35961/salee.v4i1.591.

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Although many scholars have conducted studies on Language Learning Strategies (LLS) around the world, this issue is still new in the context of English for Medical Purposes (EMP), especially as used by Indonesian pharmacy students. Further, a majority of those previous studies have been conducted using exclusively quantitative research. In response to these empirical and methodological gaps, the current research adopts a qualitative case study to examine the LLS used by Indonesian pharmacy students, as guided by Oxford’s (1990) LLS theory. This study utilized in-depth interviews to gather info

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Pei Qi, Chong, Ayisha Zhang Huiqin, Neo Yee Feng, Chan Jie Yan, Nguyen Duy An, and Noor Hanim Rahmat. "Influence of Environment on Language Learning Strategies Among University Students in Thailand and Vietnam." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 986–1001. https://doi.org/10.47772/ijriss.2025.90400076.

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Language learning strategies (LLS) play a crucial role in enhancing students’ ability to acquire a new language. This study explores the impact of environmental factors on the use of LLS among university students in Thailand and Vietnam mostly enrolled in Mandarin language programs. By examining how different educational experiences shape learners’ strategic approaches to language proficiency, the study provides insights into optimizing learning environments. This research adopts a quantitative survey approach, utilizing a 41-item Likert-scale questionnaire divided into four sections: demograp

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Kovacevic, Ervin. "The Relationship between Language Learning Strategies and Lexical Complexity Measures." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 32 (April 18, 2021): 37–52. http://dx.doi.org/10.30827/portalin.v0i32.13679.

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This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the In

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Fataa, Muhammad Amirul, and Toyyibah Toyyibah. "LANGUAGE LEARNING STRATEGIES FOR ENGLISH ACHIEVEMENT IN VOCATIONAL HIGH SCHOOL STUDENTS." Jurnal Pendidikan Bahasa Inggris Proficiency 6, no. 2 (2024): 187. https://doi.org/10.32503/proficiency.v6i2.4603.

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Indonesian students' average English proficiency is declining. The decline in English skills among Indonesian students is due to students' learning difficulties. Appropriate English language learning strategies (LLS) can improve students' academic performance. This study aims to find out the students' dominant LLS, then the students' learning achievement, and find out the distribution of students' LLS in the student's achievement. This study uses a quantitative method with a survey approach. The population of this study was tenth-grade students of SMK PGRI 1 Kota Kediri. The instruments used i

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Cheng, Chang. "An Exploration of L1-Based Learning Strategies in Second Language Grammar Learning by Interviewing an EFL Learner." Region - Educational Research and Reviews 4, no. 3 (2022): 15. http://dx.doi.org/10.32629/rerr.v4i3.998.

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English as a foreign language (EFL) or English as a second language (ESL) is necessary for learners as it is essential for effective and efficient communication. In this sense, it is significant for EFL/ESL learners to adopt effective language learning strategies (LLS) to develop their grammatical knowledge and facilitate their grammar learning. This study aims to investigate the use of L1 as LLS in English grammar learning by a Chinese EFL learner. This study first focuses on the theoretical framework of LLS. Then, important findings will be discussed with literature support. Similarities and

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Alhaysony, Maha. "Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender." Theory and Practice in Language Studies 7, no. 1 (2017): 18. http://dx.doi.org/10.17507/tpls.0701.03.

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This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while

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Rabadi, Reem Ibrahim. "The Relationship Between Language Learning Strategies and Vocabulary Size Among High School ELL Students." International Journal of English Linguistics 9, no. 1 (2018): 120. http://dx.doi.org/10.5539/ijel.v9n1p120.

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This study inspects the relationship between language learning strategies (LLS) of 905 Jordanian high school ELL students and their vocabulary size. The data are collected through two instruments: First, a questionnaire of 35 items and 3 types of strategies (metacognitive, cognitive, and social-affective strategies) were adapted from the Strategy Inventory Learning (SILL, Version 7.0) by Oxford (2005) to evaluate language learning strategies. Second, the Vocabulary Levels Test (VLT): Version 2 by Schmitt (2001) to gauge the vocabulary size by measuring the 2,000 word-level, 3,000 word-level, 5

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SADEK, Rima. "Writing Evolution: Assessing the Influence of Language Learning Strategies on EFL Algerian Lecturers." Journal of Science and Knowledge Horizons 4, no. 02 (2024): 567–82. https://doi.org/10.34118/jskp.v4i02.4058.

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English writing is a compulsory requirement for EFL Algerian University Lecturers; yet, there are many factors that hinder their good writing skill achievement. The present quasi-experimental study identifies the ways in which LLS enhances the writing skill of these teachers learning English at the Intensive Language Teaching Centre of Algiers 3 University. As the emphasis is made on implementation and success rate of various LLS, the research offers exhaustive coverage of how particular training would result in significant enhancements in the features of writing. The findings revealed that in

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Claressa, Joachim, and Mohd Shah Parilah. "Language Learning Strategies Used by English Second Language (ESL) Learners in Rural Primary Schools in Tenom District." International Journal of Social Science and Human Research 07, no. 01 (2024): 171–78. https://doi.org/10.5281/zenodo.10465467.

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Teaching of English as a second language is still a teaching dilemma for English language teachers in Malaysia. According to Feng (2023), students only learn English in the classroom and due to the lack of supervision by teachers, the knowledge they gained in the classroom was easily forgotten. One of the reasons is because the teaching techinques and methods that applied by the teachers do not support the student language learning. This is supported by a study done by Mupa and Chinooneka (2015) that found teachers do not prepare various methods had contributed to ineffective teaching and lear

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Nemati, Azadeh, and Abdullah Griei. "The Comparison of Language Learning Strategies between Iranian and Iraqi EFL Learners Based on 1990 Oxford's Model." Vision: Journal for Language and Foreign Language Learning 11, no. 2 (2022): 163–80. http://dx.doi.org/10.21580/vjv12i116862.

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The present study investigates the comparison of language learning strategies between Iraqi and Iranian EFL learners based on Oxford's model. To accomplish this, 60 BA-level participants—30 Iraqi and 30 Iranian EFL learners—from the Public University in Babylon, Iraq, and the Islamic Azad University in Shiraz, Iran—were given the 5-point Likert scale of 50 questions from Oxford's Strategies Inventory of Language Learning (SILL). They were between the ages of nineteen and twenty-eight. This quantitative and survey study used frequencies, means, standard deviations, and t-scores to quantify the

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