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Journal articles on the topic 'SILL Questionnaire'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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1

Stoffa, Rosa, Joseph C. Kush, and Misook Heo. "Using the Motivated Strategies for Learning Questionnaire and the Strategy Inventory for Language Learning in Assessing Motivation and Learning Strategies of Generation 1.5 Korean Immigrant Students." Education Research International 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/491276.

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This study examined the potential of utilizing the Motivated Strategies for Learning Questionnaire (MSLQ) and the Strategy Inventory for Language Learning (SILL) as instruments in measuring Generation 1.5 students' motivation and their use of language learning strategies. The MSLQ was of particular interest because it contains both a basic motivation subscale as well as a motivation/language learning strategies subscale. Participants of this study were 104 Generation 1.5 Korean immigrant students who were members of Korean communities located in Pittsburgh and Philadelphia, Pennsylvania. Parti
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Alfarisy, Fitri. "The Use of SILL Oxford on Understanding the Speaking Learning Strategies." International Journal of Linguistics, Literature and Translation 5, no. 6 (2022): 91–99. http://dx.doi.org/10.32996/ijllt.2022.5.6.11.

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Language learning strategies are activities consciously chosen by learners for the purpose of regulating their own language learning, and it has a strong relationship with learning success. On the other hand, employing effective language learning will improve students' achievements. Effective learning strategies are not the preserve of highly capable individuals but could be learned by others who had not discovered them on their own. Speaking skills as one of the majors in learning a language is expected to be mastered by Indonesian students in the globalization era. SILL questionnaire has bee
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Muhammad Muslim Nasution and Rizky Vita Losi. "Investigating the Language Learning Strategies (LLS) Used By Students of English Practicum Class at University of Medan Area." JOLADU: Journal of Language Education 2, no. 2 (2023): 110–17. http://dx.doi.org/10.58738/joladu.v2i2.525.

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This research purposed to investigate the EFL learners on the using of Language Learning Strategies (LLS) in learning English. This research aimed to find out the level of using LLS and identify the most and least used strategy by EFL learners at University of Medan Area. This research employed a descriptive quantitative method. The total sampling technique was applied to all participants of EFL students who enrolled English practicum class in 2023-2024. The data were gathered through the Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 developed by Oxford and was admi
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Sun, Yong Hong, Xiao Wei Jiang, Ling Zheng, and Xiang Dong Xu. "A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty." Applied Mechanics and Materials 477-478 (December 2013): 1541–44. http://dx.doi.org/10.4028/www.scientific.net/amm.477-478.1541.

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This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strat
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Suwarno, Widiya Juliyanti, Syaprizal, and Maria Ramasari. "AN ANALYSIS OF STUDENTS' STRATEGIES IN PUBLIC SPEAKING SUBJECT BY USING STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL)." ELite Journal : International Journal of Education, Language and Literature 3, no. 2 (2023): 96–108. https://doi.org/10.26740/elitejournal.v3n2.p96-108.

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This research aims to determine student learning strategies in learning English in public speaking subject through the Inventory Strategy for Language Learning (SILL) for second semester EFL students. The method used in this research was a descriptive quantitative approach. The population in this research was students in the second semester of English education, and the subjects of this study were 30 students of second semester of the English education study program for the 2021/2022 academic year at the University of PGRI Silampari. The data collection technique of this research used a questi
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Md Yunus, Nur Alifah, Zoraida Mustafa, and Azalia Zaharuddin. "Strategies in Language Learning: A Survey Among Undergraduate Japa-nese Language Students in USIM." Al-Azkiyaa - Jurnal Antarabangsa Bahasa dan Pendidikan 1, no. 2 (2022): 103–14. http://dx.doi.org/10.33102/alazkiyaa.v1i2.30.

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It is crucially important to know what strategies are used by language learners in learning the targeted language, so that teachers will have better insights to prepare classes that equally suit learners’ behaviour. This is a pilot study aiming to identify what are the most and less frequent learning strategies used by Japanese language learners at Universiti Sains Islam Malaysia (USIM). A set of questionnaires adapted from the Oxford’s Strategy Inventory for Language Learning (SILL) has been distributed to 259 USIM Japanese learners at the end of semester academic year of 2021/2022. 54 studen
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Hidayah, Taufik. "PREFERENCE IN LANGUAGE LEARNING STRATEGIES (LLS) OF THE STUDENTS IN THE ENGLISH LANGUAGE EDUCATION DEPARTMENT AT THE UNIVERSITY OF MUHAMMADIYAH JEMBER." ELP (Journal of English Language Pedagogy) 5, no. 1 (2020): 61–72. http://dx.doi.org/10.36665/elp.v5i1.238.

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The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the
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Kakoty, Dr Atonu. "LLS use and Proficiency: Assamese ESL Learner’s Context." SMART MOVES JOURNAL IJELLH 8, no. 7 (2020): 60–68. http://dx.doi.org/10.24113/ijellh.v8i7.10657.

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This paper studies the relationship of Language Learning Strategies (LLS) use and proficiency. Four hundred and fifty undergraduate Assamese ESL learners from three colleges of Dibrugarh University, Assam participated in the study. The aim of the paper is to investigate the relationship of Assamese ESL Learner’s use of LLS and reading and writing proficiency in English. A Strategy Inventory for Language Learning (SILL) based questionnaire is used to identify learner’s use of LLS and a reading and writing activity questionnaire is used to measure learner’s proficiency. The participants answered
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Putri, Deninda Dwi, Mulyadi ., and Indah Damayanti. "DESCRIPTIVE STUDY OF GRAMMAR LEARNING APPLIED BY STUDENTS OF ENGLISH DIPLOMA III STUDY PROGRAM ON THEIR PERSONALITY TYPES." Journal of English Education and Teaching 1, no. 1 (2017): 74–85. http://dx.doi.org/10.33369/jeet.1.1.74-85.

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This study attempted to find out (1) the most dominant personality of students at English Diploma III Study Program, (2) the most dominant grammar learning strategies applied by Sanguine, Choleric, Melancholic and Phlegmatic students at English Diploma III Study Program. Descriptive quantitative design was used in the study. In this study, the researcher used two questionnaires as the instrument. The instrument in the research was questionnaire. The first questionnaire adapted from Yusup (2013) to identify the students personality. The second one, the researcher used SILL version 7.0 adapted f
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Robson, Gordon, and Hideko Midorikawa. "How Reliable and Valid is the Japanese Version of the Strategy Inventory for Language Learning (SILL)?" JALT Journal 23, no. 2 (2001): 202. http://dx.doi.org/10.37546/jaltjj23.2-2.

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This study looks at the internal reliability of the Strategy Inventory for Language Learning (Oxford, 1 990), using the ESL/EFL version in Japanese translation. The results of the Cronbach’s alpha analysis indicate a high degree of reliability for the overall questionnaire, but less so for the six subsections. Moreover, the test-retest correlations for the two administrations are extremely low with an average shared variance of 1 9.5 percent at the item level and 25.5 percent at the subsection level. In addition, the construct validity of the SILL was examined using exploratory factor analysis
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Khamkhien, Attapol. "Effects of Proficiency and Motivation on the Choices of Language Learning Strategies." JET (Journal of English Teaching) 2, no. 3 (2012): 179. http://dx.doi.org/10.33541/jet.v2i3.55.

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The objectives of this investigation were twofold: 1) to identify language learning strategies commonly used by Thai EFL learners, and 2) to determine the roles of three variables contributing to their strategy use: language proficiency and motivation. A set of questionnaires consisting of the Strategy Inventory for Language Learning (SILL), and the Motivated Strategies for Learning Questionnaire (MSLQ) was given to 1,405 Thai university students studying English. The analysis revealed that, in general, memory strategies were found to be the most common learning strategies, whereas social stra
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Faqih, Wildan Munirul, Dias Andris Susanto, and Minumi Wening Budi Nurani. "THE IMPLEMENTATION OF SOCIAL LEARNING STRATEGY FOR LEARNING ENGLISH FOREIGN LANGUAGE IN VOCATIONAL HIGH SCHOOL." MARAS: Jurnal Penelitian Multidisiplin 1, no. 2 (2023): 84–92. http://dx.doi.org/10.60126/maras.v1i2.26.

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This study aims to investigate students' perceptions of Sosial Learning Strategies in improving various English as a Foreign Language (EFL) language skills in SMK N 4 Semarang. A descriptive qualitative method was used with a questionnaire survey to collect data from 66 students of SMK N 4 Semarang who completed the 4 items of the Strategy Inventory for Language Learning (SILL) questionnaire and a Background Characteristics survey. The study's findings indicate that how English is used in practice affects how well it is learned. The findings showed a connection between using social strategies
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El Haj, Salma, and Mohamed Benhima. "The effect of motivation on self-efficacy of English department students with mediational effects of learning styles and learning strategies." Journal of Quality in Education 14, no. 23 (2024): 61–91. http://dx.doi.org/10.37870/joqie.v14i23.431.

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This study aims to investigate the effect of motivation on self-efficacy among English department students with the mediating roles of learning styles and learning strategies. A 5-point Likert scale questionnaire has been adopted from the Attitude/Motivation Test Battery (AMTB), the Strategy Inventory for Language Learning (SILL) Version 7.0, the Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Academic Self-Efficacy Scales were employed, and 109 students(N=109) took part in the current study. The sampling procedure adopted is voluntary sampling. The questionnaire showed exce
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Nur, Serliah, and Faidah Yusuf. "GENDER DIFFERENCES IN THE STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL)." IJEE (Indonesian Journal of English Education) 9, no. 1 (2022): 176–91. http://dx.doi.org/10.15408/ijee.v9i1.25671.

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ABSTRACTThis research investigates the learning strategies used by English as a foreign language (EFL) students and gender differences in the strategy inventory for language learning (SILL) in Indonesia. To gather the data, this study employed quantitative descriptive methods with a Google form-based questionnaire involving 110 college students, and the data were analysed using SPSS 25. The fifty items of the questionnaire were divided into six strategies: memory strategy, cognitive strategy, metacognitive strategy, compensation strategy, emotion strategy, and social strategy. Findings of the
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Pramesti, Eleonora Arista Dio, and Dias Andris Susanto. "EMPOWERING ENGLISH LANGUAGE LEARNING THROUGH SOCIAL LEARNING STRATEGIES IN VOCATIONAL SCHOOL." MARAS: Jurnal Penelitian Multidisiplin 1, no. 2 (2023): 70–83. http://dx.doi.org/10.60126/maras.v1i2.25.

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This study aims to investigate students' perceptions of Social Learning Strategy (SLS) in empowering various English as a Foreign Language (EFL) language skills in SMK N 6 Semarang. A descriptive qualitative method was used with a questionnaire survey to collect data from 35 students from SMK N 6 Semarang who completed the first nine items of the Strategy Inventory for Language Learning (SILL) questionnaire and a background characteristics survey. The study's findings indicate that how English is used in practice affects how well it is learned. The findings showed a connection between using so
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Tran Thuy Anh, Pham. "CHIẾN LƯỢC HỌC KỸ NĂNG NÓI MÔN TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN (A1) ĐẠI HỌC HUẾ". TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 4, № 3 (2020): 287–96. https://doi.org/10.63506/jilc.0403.140.

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The paper investigates speaking strategies used by level A1 non-English major students attending basic English courses at Hue University of Foreign Languages. The study employs a quantitative method approach, using a questionnaire suggested by Oxford, Strategy Inventory for Language Learning (SILL), for data collection. The study results demonstrate that students used a wide range of learning strategies which covered the six groups of strategies, yet, in favor of only two strategies (compensation strategy and social strategy). Low percentages of users of cognitive, metacognitive and affective
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Budiarti, Yuniah. "Language Learning Strategies, Gender, and Motivation in Foreign Language Context." Journal of English as A Foreign Language Teaching and Research 2, no. 1 (2022): 19–33. http://dx.doi.org/10.31098/jefltr.v2i1.780.

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How the students deal with their learning strategies has been investigated in the last few decades. The main points in this article focused on the profile of learning strategies used by the students of SMA N 16 Samarinda in the academic year 2020/ 2021 from the tenth to twelfth grade in learning English as a foreign language, gender, and motivation types. This study is quantitative research. The data was taken from two main questionnaires: SILL and motivation questionnaire. In analyzing the data, SPSS version 26 was used in this study. The number of participants was 99 students that consisting
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Kayaoğlu, M. Naci. "Impact of Extroversion and Introversion on Language-Learning Behaviors." Social Behavior and Personality: an international journal 41, no. 5 (2013): 819–25. http://dx.doi.org/10.2224/sbp.2013.41.5.819.

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Despite the fact that personality factors and learning strategies are of great importance in success with language learning, the link between extroversion and introversion and language-learning strategies has received little attention from researchers. Therefore, I investigated whether or not there is any correlation between these personality traits and language-learning strategies. Participants in the study were 106 extroverted and 94 introverted students. The Eysenck Personality Questionnaire (EPQ) and the Strategy Inventory for Second Language Learning (SILL) were employed. The findings ind
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Sunggingwati, Dyah, and Septiwin Ungau. "Reading Strategies Used by 12 Graders in an EFL Context: A Correlational Study." TLEMC (Teaching and Learning English in Multicultural Contexts) 7, no. 2 (2023): 118–31. http://dx.doi.org/10.37058/tlemc.v7i2.9403.

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This correlation study investigates three major strategies of cognitive, metacognitive, and socio-affective as the strategies that are generally applied in reading comprehension and reading achievement at secondary level in Indonesia. The participants were 127 of 12 graders. The reading strategy questionnaire adopted from Strategy Inventory for Language learning (SILL, ESL/EFL version 7.0) and reading comprehension test were the used instruments. Using one-way analysis of variance, the results reveal that there was significant correlation of metacognitive strategies and reading comprehension a
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Suwanarak, Kasma. "Learning English as Thai Adult Learners: An Insight into Experience in Using Learning Strategies." English Language Teaching 8, no. 12 (2015): 144. http://dx.doi.org/10.5539/elt.v8n12p144.

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<p>This research aims to understand language learning strategies of Thai adult learners and factors affecting their strategy use. The participants are forty officers of General Service Division of the Council of State of Thailand, attending an English training course for developing their work potential. The data were collected through the questionnaire adapted from the Strategy Inventory for Language Learning (SILL). To further explore personal views about their experience in learning strategies and factors influential on their strategy use, fifteen participants were selected for individ
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Chorbwhan, Rungroj, James McLellan, and Debbie Guan Eng Ho. "Patani Malay & Southern Thai Speakers’ Language Learning Strategies in Acquiring English Collocations." rEFLections 25, no. 1 (2018): 31–45. http://dx.doi.org/10.61508/refl.v25i1.136265.

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This study aims to investigate (i) the Patani Malay (PM) and Southern Thai (ST) learners’ knowledge of English collocations, (ii) the learning strategies employed by the two groups with different levels of English proficiency and (iii) the impact of their learning strategies on their test performance. Thirty-nine student participants from each group participated in the study. All were English major students in the international program at Fatoni University in Patani, Thailand. Four types of research instruments were used to collect data: World English language placement test, collocation test,
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Salam, Urai, Sukarti, and Zainal Arifin. "An Analysis of Learning Styles and Learning Strategies Used by a Successful Language Learner." JET (Journal of English Teaching) 6, no. 2 (2020): 111–21. http://dx.doi.org/10.33541/jet.v6i2.1734.

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This study aimed to describe major learning styles and learning strategies used by a research subject from four years of a college student of English Education Study Program. It was a qualitative study and conducted through a case study design. The subject was a successful four years college student. The data was collected through questionnaires, interviews, and documents. Two questionnaires were administered, Perceptual Learning Style Preferences Questionnaire (PLSPQ) to determine the student learning style preferences, whereas, Strategy Inventory for Language Learning (SILL) to determine the
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Najla Oktavia Efendi, Dzul Rachman, Ade Ismail Ramadhan Hamid, and Yeni Rahmawati. "Exploring Gender Differences in English Learning Strategies Among Students at University." Journal of English Language Learning 9, no. 1 (2025): 802–11. https://doi.org/10.31949/jell.v9i1.13916.

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This study investigates gender-based differences in the use of English language learning strategies among students at Universitas Muhammadiyah Kalimantan Timur. Employing a mixed-methods design, the research gathered quantitative data through a modified Strategy Inventory for Language Learning (SILL) questionnaire and qualitative data via semi-structured interviews. Forty students (20 males and 20 females) participated in the survey, while four were interviewed to explore their learning experiences in depth. The findings indicate that female students employ a wider variety of strategies, parti
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Wang, Shiow-Luan, and Erdenetuya Batbileg. "Effect and Scientific Verification of Innovative English Teaching and Learning through an International Networking Instructional System." Symmetry 12, no. 9 (2020): 1510. http://dx.doi.org/10.3390/sym12091510.

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International networking offers a teacher/learner an additional platform for promoting self-learning, as well as another way of generating social benefits by attracting more people for discussion and sharing. In this study, Taiwan is used as the instructional center to study international networking for innovative teaching efficiency, and Mongolia is the research object. A strategy inventory for language learning (SILL) questionnaire was used to estimate how often Mongolian students employ specific strategies for language learning. This assessment allows teachers to determine their students’ p
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Gahunga, Olive. "Are Self-Efficacy, Language Learning Strategies, and Foreign Language Ability Interrelated?" Buckingham Journal of Language and Linguistics 2 (June 22, 2010): 47–60. http://dx.doi.org/10.5750/bjll.v2i0.14.

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This study investigated the interrelationships among three variables: self-efficacy, language learning strategies, and language ability. The study participants were thirty-seven college students studying French at a midwestern, medium-size, university located a large metropolitan area. All the students were at the intermediate level of proficiency in French. The students’ self-efficacy was measured through a forty-item questionnaire in which they expressed their levels of certainty that they could perform learning tasks at desired levels of proficiency. Their use of language learning strategie
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Sukraini, Niwayan. "INFLUENCE OF SEX ON STUDENTS’ LANGUAGE LEARNING STRATEGIES: A CRITICAL REVIEW." Journal of Research on Language Education 2, no. 1 (2021): 37. http://dx.doi.org/10.33365/jorle.v2i1.1006.

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Due to the importance of providing learning environment that suits the students’ preference in learning a language, many studies have been conducted on the learning strategies employed by the students. Doro and Habok (2013) investigated the learning strategies of Hungarian young students learning English as a foreign language. The instrument they used was the Strategy Inventory for Language Learning (SILL) for adult. It was statistically found that the instrument was reliable and worked well with the young learners. Another result of the study was that meta-cognitive strategies were the most f
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Lestari, Mega, and Achmad Yudi Wahyudin. "LANGUAGE LEARNING STRATEGIES OF UNDERGRADUATE EFL STUDENTS." Journal of English Language Teaching and Learning 1, no. 1 (2020): 25–30. http://dx.doi.org/10.33365/jeltl.v1i1.242.

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This study attempts to explore the language learning strategies used by the students’ who take English Literature study programs in English as a foreign language (EFL) setting. This study involves 76 participants asked to fulfill a questionnaire called Strategy Inventory for Language Learning (SILL) developed by Oxford (1990). The result of this research showed that metacognitive has been the most frequently used strategy followed by social and compensation strategies while affective strategies become the least strategy used by the students. This research could be meaningful insight for other
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Astami, Timur Sri, Rosita Ningrum, and Felicia Budihardja. "Integrasi Pembelajaran Kanji dengan Pembelajaran Sakubun untuk Meningkatkan Kemampuan Menulis." Lingua Cultura 8, no. 1 (2014): 54. http://dx.doi.org/10.21512/lc.v8i1.443.

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Research aims to find the influence of strategies used in intermediate kanji learning, i.e. in a more applicative class using kanji, on middle kanji and composition class (sakubun). Research viewed and compared the influence of students’ mark in Intermediate Kanji with their mark in Sakubun. The questionnaire used in this research was the Strategy Inventory for Language Learning (SILL) consisting of 50 questions associated with types of strategy to learn kanji. The result obtained using T-test and correlation test was the students’ mark in kanji affected their mark in Sakubun. The relationship
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Marina, Marina. "LANGUAGE LEARNING STRATEGY OF STUDENTS IN INTENSIVE ENGLISH LANGUAGE INSTITUTE (IELI) OF FLINDERS UNIVERSITY." Englisia Journal 4, no. 2 (2017): 66. http://dx.doi.org/10.22373/ej.v4i2.1649.

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This study aims to examine the influence of gender and nationality on the use of language learning strategies. The population of this study was the students who enrolled and studied in IELI of Flinders University and 34 students became the convenience samples. Strategy Inventory for Language Learner (SILL) questionnaire version 7.0 developed by Oxford (1990) was used as the main instrument of the research. The data analysis in this research used quantitative approach with Cronbach’s α for measuring item reliability, descriptive statistics for demographic data and Independent-Samples T-test for
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Chen, Yueping. "The relationship between implicit self-esteem and the level of self-reported Behavioral Activation System (BAS) and Behavioral Inhibition System (BIS)." SHS Web of Conferences 171 (2023): 01010. http://dx.doi.org/10.1051/shsconf/202317101010.

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The present study examines the correlation between implicit self-esteem and the level of self-reported Behavioral Activation System (BAS) and Behavioral Inhibition System (BIS). Both name letter measure and implicit association test will be used to measure implicit self-esteem. Also, participants have to complete a self-report questionnaire to get their BAS and BIS score. Then, we sill correlate BAS, BIS with implicit self-esteem. We expect to have strong positive correlation between BAS and implicit self-esteem and strong negative correlation between BIS and implicit self-esteem. So, this stu
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Kusumayanthi, Susi. "High Achievers." English Journal Literacy Utama 3, no. 2 (2019): 68–76. http://dx.doi.org/10.33197/ejlutama.vol3.iss2.2019.260.

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This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They wer
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Kusumayanthi, Susie. "High Achievers." English Journal Literacy Utama 3, no. 2 (2019): 68–76. http://dx.doi.org/10.33197/ejlutama.vol3.iss2.2019.285.

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This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They wer
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Khalifasati, Aulinadia, and Dias Andris Susanto. "THE STUDENTS' MEMORY LANGUAGE LEARNING STRATEGY IN MASTERING ENGLISH MATERIALS AT VOCATIONAL SCHOOL LEVEL." PRIMER : Jurnal Ilmiah Multidisiplin 1, no. 4 (2023): 374–85. http://dx.doi.org/10.55681/primer.v1i4.164.

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This study aims to investigate students' perceptions of the Memory language learning strategy in mastering various English as a Foreign Language (EFL) language skills in SMK N 7 Semarang. A descriptive qualitative method was used with a questionnaire survey to collect data from 34 students of SMK N 7 Semarang who completed the nine items of the Strategy Inventory for Language Learning (SILL) questionnaire and a Background Characteristics survey. Three simultaneous actions in data analysis, according to Miles & Huberman, (1994): data reduction, data display, conclusions, and drawing/verific
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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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Farraniva Acmed-Ismael. "Metacognitive Learning Strategies: Their Effects on the Reading Comprehension Performance of Grade Five Pupils." International Journal of Linguistics, Literature and Translation 4, no. 5 (2021): 107–17. http://dx.doi.org/10.32996/ijllt.2021.4.5.10.

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This study aimed at examining the effects of metacognitive learning strategies on the reading comprehension performance of 80 Grade Five pupils in the MSU-Integrated Laboratory School for SY 2011-2012. The researcher used quasi-experimental design, which entailed using two intact, randomly selected groups: one served as the control group and the other as the experimental group. The descriptive-quantitative research was used to describe and analyse the respondents' performance in their reading comprehension test. The data were treated using Statistical Program for Social Sciences (SPSS) with a
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Mulyani, Euis Rina, Didi Suherdi, and Wachyu Sundayana. "Indonesia Islamic senior high school students’ English learning conceptions and strategies." Indonesian Journal of Applied Linguistics 9, no. 3 (2020): 572–79. http://dx.doi.org/10.17509/ijal.v9i3.23207.

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This study was inspired by previous studies of how students’ learning influences their learning belief and in turn, their strategies. Unfortunately, few studies concern learners’ conceptions of learning, in particular in learning English; and paid less attention to senior high school students level. With the intention to identify Islamic senior high school. Interview and both close and open questionnaires were used to collect relevant data. To identify students’ conception, Purdie and Hattie’s COLI items were used; and Oxford’s SILL to identify learning strategies. Data collected from close qu
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Yenphech, Chaleomkiet, Orawan Suthiso, Suphaporn Hadprakhon, and Ketsarin Inkongngam. "English Learning Strategies of Thai vs. Vietnamese Exchange Practicum Students at Buriram Rajabhat University: A Case Study." Journal of English Language and Linguistics 1, no. 1 (2023): 49–68. http://dx.doi.org/10.62819/jel.2020.95.

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This research consisted of two purposes: 1) to investigate English learningstrategies utilized by Thai vs. Vietnamese students, and 2) to explorerelationships between English learning strategies used by Thai vs.Vietnamese students.The samples were 85 people including 42 second-year EFL English major students from Buriram Rajabhat University and 43 students from Hue University's EFL Vietnamese exchange practicumusing the Toro Yamane Method (Yamane, 1973). Students enrolled in theEnglish for Communication subject and were selected by purposivesampling method. The tool was the online questionnair
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Peishan, Jiang, and Wang Hongyuan. "Research on English Learning Strategies in Junior High Schools Based on Cognitive Load Theory." International Journal of English Language Teaching 10, no. 1 (2023): 1. http://dx.doi.org/10.5430/ijelt.v10n1p1.

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In the case of advocating autonomous learning and lifelong learning, learners need to master English learning strategies and use them effectively. How to exert functions of English learning strategies is a key issue that needs to be solved. In this study, the revised The Strategy Inventory for Language Learning (SILL) to design a questionnaire and interviews were conducted to understand the current situation of English learning strategies used by junior high school students. Then, in order to augment students’ initiative in using learning strategies, based on the cognitive load theory, this st
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Nawaz, Shahid, Saeed Ahmad, and Rehan Muhammad. "Multiple Intelligences and Language Learning Strategies: Mental Choices and Preferred Strategies in Learning English as Second Language." Global Language Review VI, no. I (2021): 264–75. http://dx.doi.org/10.31703/glr.2021(vi-i).29.

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Exploring mental choices and preferred language learning strategies of ESL learners can help language teachers to recognize their strengths and weaknesses. After knowing the preferences of the learners in learning English, Language teachers can reconsider or re-strategize their techniques, methods, and approaches for better proficiency and promising results. The current study aims at exploring the mental choices and preferred strategies of the learners in learning English as a second language in Pakistan. Base don convenient sampling, a sample of four hundred participants was selected from all
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Al-Hubaishi, Belal Abdullah Mohammed, and Mohammad Abduh Ahmad Al-Mekhlafi. "The Relationship between Yemeni EFL Postgraduate Students’ Perceptual Learning Styles and Language Learning Strategies." International Journal of Language and Literary Studies 5, no. 1 (2023): 254–72. http://dx.doi.org/10.36892/ijlls.v5i1.1252.

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Learning styles and strategies are among the most influential factors that account for some differences in how students learn. Because traditional teaching methods are still employed at universities, Yemeni instructors need to be aware of students’ learning styles and strategies for improving classroom teaching and learning. This study intended to investigate the relationship between Yemeni EFL postgraduate students’ Perceptual Learning Style Preferences (PLSP) and their Language Learning Strategies (LLSs). A total of 45 Yemeni postgraduate students (males = 14 and females = 31) enrolling in m
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N. Dahmash, Mashael. "An Investigation of Language Learning Strategies Used by Female Saudi EFL College Students." Arab World English Journal, no. 290 (February 7, 2023): 1–51. http://dx.doi.org/10.24093/awej/th.290.

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Although language learning strategies (LLSs) received considerable amount of attention since 1970s, limited studies have focused on the use of LLSs by ESL students especially EFL students. In order for educators to gain insight into students approach to language learning through the use of LLSs, further research should be conducted about the use of LLSs within various contexts. The current study aims primarily to investigate the LLSs used by Saudi EFL female college students in Riyadh, Saudi Arabia, and secondly to assess whether any difference exists in terms of LLSs used among students from
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Malini, Nawa. "LANGUAGE LEARNING STRATEGIES USED BY LEARNERS IN LEARNING SPEAKING." Magister Scientiae 50, no. 2 (2022): 97–104. http://dx.doi.org/10.33508/mgs.v50i2.3898.

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Language learning strategies guide language learners to become active learners that can provide their own needs and choose their preference in learning the language. Therefore, this study was done to study the language learning strategies used by high and low achieving students in learning speaking as well as how they apply their strategies. There were 20 participants taking part in this study. They were classified into high and low achievers based on the students speaking score of their speaking performances. SILL questionnaire proposed by Oxford (1990) was adapted in this study to better fit
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Ahmed, Sami Hussein A. "Language Learning Strategies as Used by Saudi Students at Majmaah University." International Journal of English Linguistics 11, no. 1 (2020): 147. http://dx.doi.org/10.5539/ijel.v11n1p147.

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This paper examines the patterns of the primary language learning strategies practiced by Saudi students. It investigates the correlation between students’ language competence and their choice of strategy. The study employed a questionnaire focussing on participants’ self-assessment of their linguistic proficiency, i.e., the Strategy Inventory of Language Learning (SILL) by Oxford (1990). This is made up of fifty self-assessment items assessing learners’ regularity in their use of specific language strategies. The outcome reveals that, of the six types of language
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Garcia, Vítor Romário Monticelli. "Learning English in the elderly: an analysis of motivational factors and language learning strategies." BELT - Brazilian English Language Teaching Journal 8, no. 2 (2017): 234. http://dx.doi.org/10.15448/2178-3640.2017.2.28264.

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This study investigates motivational factors and language learning strategies involved in the process of learning English as a Foreign Language (EFL) in the elderly. The taxonomy of strategies developed by Oxford (1990) is adopted, as well as discussions on motivation in language learning. Twenty-five (25) elderly students participated in this research. Three instruments were administered for data collection, (i) a placement test; (ii) a background questionnaire; (iii) and a translated version of the Strategy Inventory for Language Learning (SILL), proposed by Oxford (1990). Results identified
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Nguyen, Thi Dieu Ha. "AN INVESTIGATION INTO ENGLISH LANGUAGE LEARNING STRATEGIES EMPLOYED BY THE FIRST YEAR ENGLISH MAJOR STUDENTS AT SCHOOL OF FOREIGN LANGUAGES, THAI NGUYEN UNIVERSITY." TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 3, no. 1 (2019): 25–35. https://doi.org/10.63506/jilc.0301.204.

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The study investigates language learning strategies (LLSs) employed by first year English major students at School of Foreign Languages (SFL), Thai Nguyen University (TNU) and examines differences in the use of LLSs among students with different language learning experiences measured by years of learning English. Two data collection instruments used are a questionnaire adapted from the Strategy Inventory for Language Learning (SILL) (Oxford, 1990) and an interview. The study was conducted with the participation of 100 first year English major students at SFL, TNU. The results of the study indi
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Osle, Angel. "ADAPTATION OF LANGUAGE LEARNING STRATEGIES AMONG HYPERPOLYGLOTS: THE ROLE OF SOCIOCULTURAL CONTEXTS AND RESOURCES." LLT Journal: A Journal on Language and Language Teaching 28, no. 1 (2025): 71–86. https://doi.org/10.24071/llt.v28i1.11461.

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This study investigates how hyperpolyglots—individuals proficient in six or more languages—adapt their language learning strategies in response to sociocultural contexts and resource availability. Using a qualitative-dominant mixed-methods design, the research draws on in-depth interviews and an adapted Strategy Inventory for Language Learning (SILL) questionnaire completed by 30 hyperpolyglots from diverse linguistic and cultural backgrounds. Thematic analysis revealed five key findings: strategic flexibility across sociocultural contexts, the central role of social interaction as a motivatio
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Alyas, Dr Umer. "Learning Strategies Preference of Iraqi EFL Learners." Alustath Journal for Human and Social Sciences 60, no. 4 (2021): 718–35. http://dx.doi.org/10.36473/ujhss.v60i4.1842.

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The current study aims at investigating Iraqi EFL learners’ knowledge and preference of language learning strategies. Data are collected using two self-reported questionnaires; a background questionnaire and the Strategy Inventory for Language Learning (SILL, Oxford, 1990) with some modifications to meet the needs of this study. The following questions are asked: 1-Are students aware of the concept of LLS? 2- If yes, how much they know about it? 3- What are the kinds of LLS they employed in their learning? 4- What are their preferred strategies? The questionnaires are submitted to a total samp
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Yippikun, Chakrit, Pichaporn Sirisukeepradit, and Nittaya Plengjaroensirichai. "The Relationship between Language Learning Strategies and Achievements in English for Undergraduate Nursing Students at a Private University." Journal of English Language and Linguistics 6, no. 1 (2025): 53–74. https://doi.org/10.62819/jel.2025.810.

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This study investigated the use of English language learning strategies (LLS) among Thai undergraduate nursing students and compared LLS usage across three proficiency levels. It also examined the relationship between LLS usage and achievements in English for Nursing Purposes (ENP). The sample consisted of 170 fourth-year nursing students selected through purposive sampling. The study adopted the Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford (1990) to collect data. Descriptive statistics were used to describe the frequency of LLS usage, with one-way ANOVA to
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Dwiniasih, Dwiniasih. "The Influence of Student’s Language Learning Strategies Used towards Their Achievement in Structure IV." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (2018): 257. http://dx.doi.org/10.33603/perspective.v2i2.1659.

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This study was aimed to know the influence of student’s language learningstrategies used towards their achievement in structure IV and the most strategy used. It is done in responding the fact, most of the students do not aware of their learning strategies. It makes them difficult understanding the knowledge transferred. By using descriptive method, this study used document test and SILL questionnaire as the instrument of the data. Meanwhile, in analyzing the data collected, the writer used SPSS simple linear regression (Muijs.200:143). The result of the study showed the influence of L2 studen
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Najafi, Seyedeh Khadijeh, and AliPanah Dehghani. "Language learning strategy preferences and levels of willingness to communicate by Iranian EFL learners." Journal of Translation and Language Studies 3, no. 1 (2022): 50–61. http://dx.doi.org/10.48185/jtls.v3i1.368.

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The present study aims at investigating the relationship between Iranian EFL learners’ levels of willingness to communicate (WTC) and their preferences of language learning strategies.To achieve this goal, a quantitative study was carried out with 46 Iranian EFL learners majoring in English translation. The participants’WTC levels were determined through willingness to communicate (WTC) questionnaire developed by McCroskey and Richmond (2013). Oxford’s (1990) Strategy Inventory for Language Learners (SILL) was also used as another instrument to investigate the participants’ preferences of lang
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