Toward Strategic EFL Learners: A Correlational Study Between Proficiency Level and Grammar Learning Strategies
DOI:
https://doi.org/10.17507/jltr.1506.20Keywords:
English as a Foreign Language, grammar learning strategies, language learning strategies, proficiency level, strategic learningAbstract
Gaining competency in a foreign language is a challenging task, but learners can make progress in their language-learning endeavors by implementing suitable techniques and strategies when learning different language skills. With the aid of these strategies, students can improve their understanding and communicative application of different language skills effectively. Grammar learning strategies (GLSs) are a critical aspect of language learning, as they enable learners to refine the rules and practices of the target language. By investing in effective GLSs, foreign language learners can become more successful in the long run. Therefore, the present study aims to explore GLSs that Saudi EFL learners use and consider effective. To achieve this objective, the current study employed a mixed-method approach to examine a cohort of 102 Saudi EFL learners. These students were both high and low achievers. They were provided with an Arabic-translated version of Pawlak's (2018) Grammar Learning Strategy Inventory (GLSI). Collected data were analyzed quantitatively and qualitatively. The study concluded that high achievers employ a greater variety of grammar learning strategies compared to low achievers. The two groups agreed on prioritizing two types GLSs which are cognitive GLSs that enhance grammar comprehension and production and GLSs that address corrective feedback. However, they differed in the utilization of other types of strategies. This implies the need for further investigation of EFL low achievers to diagnose the drawbacks of their use of GLSs in order to fully take advantage of these strategies.
References
Abtew, A. K. (2021). EFL Students’ Awareness and Use of Vocabulary Learning Strategies in EFL Classes: The Case of Grade 11 Students at Woreta Secondary and Preparatory School, South Gondar, Ethiopia. Journal of Literature, Languages and Linguistics, 76, 8-18. http://doi.org/10.7176/JLLL/76-02
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-771). Mahwah, NJ: Lawrence Erlbaum.
Anderson, R. (2007). Thematic content analysis (TCA). Descriptive presentation of qualitative data, 3, 1-4. Retrieved February 18, 2024, from http://rosemarieanderson.com/wp-content/uploads/2014/08/ThematicContentAnalysis.pdf
Basturkmen, H. L., & Fu, M. (2021). Corrective feedback and the development of second language grammar. In H. Nassaji & H. Kartchava (Ed.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 367-386). Cambridge University Press. http://doi.org/10.1017/9781108589789.018
Bataineh, R. F. & Al-Majali, H. A. (2023). Do mind maps really catalyze EFL grammar learning? Conjunction as a case. International Journal of Language Education, 7(4), 633-645. https://doi.org/10.26858/ijole.v7i4.36393
Baybakova, I., & Hasko, O. (2021). Metacognitive strategies and their implementation into the ESP classroom in the context of distance learning. Research Bulletin. Series: Philological Sciences, (193), 333-337. https://doi.org/10.36550/2522-4077-2021-1-193-333-337
Cancino, M., Arenas, R., & Herrera, C. (2022). Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: evidence from Chilean classrooms. Revista de Lingüística y Lenguas Aplicadas, 17, 1-9. https://doi.org/10.4995/rlyla.2022.1612
Daneshvar, E., & Rahimi, A. (2014). Written corrective feedback and teaching grammar. Procedia-Social and Behavioral Sciences, 136, 217-221. https://doi.org/10.1016/j.sbspro.2014.05.317
Dewantono, S., & Murtisari, E. T. (2023). Effects of peer teaching on grammar learning: does it enhance learner autonomy? LLT Journal: A Journal on Language and Language Teaching, 26(1), 346-364. https://doi.org/10.24071/llt.v26i1.5333
Dienes, Z., Perner, J. (2002). The Metacognitive Implications of the Implicit-Explicit Distinction. In: P. Chambres, M. Izaute & PJ. Marescaux (Eds.), Metacognition. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1099-4_12
Difrancesca, D., Nietfeld, J., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228-236. https://doi.org/10.1016/J.LINDIF.2015.11.010.
Frith C. D. (2012). The role of metacognition in human social interactions. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 367(1599), 2213–2223. https://doi.org/10.1098/rstb.2012.0123
Giacon, W. L. (2022). Language learner perspectives on written corrective feedback provided by their teachers (Doctoral dissertation, Auckland University of Technology).
Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383.
Hashemifardnia, A., Namaziandost, E., & Sepehri, M. (2019). The effectiveness of giving grades, corrective feedback, and corrective feedback-plus-giving grade on grammatical accuracy. International Journal of Research Studies in Language Learning, 8(1), 15-27. http://doi.org/10.5861/ijrsll.2019.3012
Li, S. (2022). On the Role of English as a Foreign Language Learners’ Individual Differences in Their Use of Grammar Learning Strategies. Frontiers in Psychology, 13, 853158. https://doi.org/10.3389/fpsyg.2022.853158
Looyeh, H., Fazelpour, S., Masoule, S., Chehrzad, M., & Leili, E. (2017). The relationship between the study habits and the academic performance of medical sciences students. Journal of Holistic Nursing and Midwifery, 27, 65-73. https://doi.org/10.18869/ACADPUB.HNMJ.27.2.65.
Khatib, M., & Ruhi Athar, M. (2015). Grammar Strategies-Based Instruction and EFL Iranian Learners' Achievement of Grammar: A Mixed Model. The International Journal of Humanities, 22(1), 151-166.
Mohamed Salleh, R. T. A., Di Biase, B., & Ramlan, W. N. M. (2020). The acquisition of English grammar among Malay-English bilingual primary school children. GEMA Online Journal of Language Studies, 20(4), 166-185. http://doi.org/10.17576/gema-2020-2004-10
Morales, R.A. (2021). Effect of achievement goals in procrastination tendencies of college students. International Journal of Research and Review, 8(1), 472-484. Retrieved April 22, 2024, from https://www.ijrrjournal.com/IJRR_Vol.8_Issue.1_Jan2021/IJRR051.pdf
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publishers.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). New York: Routledge.
Pawlak, M. (2013). Researching grammar learning strategies: Combining the macro-and micro-perspective. In Perspectives on foreign language learning (pp. 193-211). University of Lodz Press. http://dx.doi.org/10.18778/7969-032-9.15
Pawlak, M. (2018). Grammar learning strategy inventory (GLSI): Another look. Studies in Second Language Learning and Teaching, 8(2), 351-379. http://doi.org/10.14746/ssllt.2018.8.2.8
Prasetyaningrum, A., Asrobi, M., & Maysuroh, S. (2023). Grammar learning strategies applied by English foreign language students. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 10(1), 26-39. https://doi.org/10.33394/jo-elt.v10i1.7168
Rebuschat, P. & Williams, J. N. (2013). Implicit learning in second language acquisition. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (Vol. 20). Wiley Blackwell. https://doi.org/10.1002/9781405198431.wbeal0529
Refat, N., Rahman, M. A., Asyhari, A. T., Kurniawan, I. F., Bhuiyan, M. Z. A., & Kassim, H. (2019). Interactive learning experience-driven smart communications networks for cognitive load management in grammar learning context. IEEE Access, 7, 64545-64557.
Rubin, J. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly, 9, 41-51. https://doi.org/10.2307/3586011
Sasi, A., & AnjuA., R. (2020). The correlation between study habits and the academic achievement of high school pupils. Universal Journal of Educational Research. https://doi.org/10.13189/UJER.2020.082520.
Sharma, G. (2017). Study habit of high and low achiever. Indian journal of positive psychology, 8, 158-161. https://doi.org/10.15614/IJPP/2017/V8I2/157120
Siahi, E., & Maiyo, J. (2015). Study of the relationship between study habits and academic achievement of students: A case of spicer higher secondary school, India. International Journal of Educational Administration and Policy Studies, 7, 134-141. https://doi.org/10.5897/IJEAPS2015.0404.
Srisopha, K. (2022). A causal relationship model of English language learning strategies and achievement motivation among Physical Education students at Thailand National Sports University. Education Quarterly Reviews, 5(2), 262-269. http://doi.org/10.31014/aior.1993.05.02.487
Sun, R., & Mathews, R. (2003). Explicit and implicit processes of metacognition. Advances in psychology research, 22(1), 3-18.
Taheri, H., Sadighi, F., Bagheri, M., & Bavali, M. (2020). Investigating the relationship between Iranian EFL learners’ use of language learning strategies and foreign language skills achievement. Cogent Arts & Humanities, 7. https://doi.org/10.1080/23311983.2019.1710944.
Teng, L. S., & Zhang, L. J. (2022). Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions. Applied Linguistics, 43(3), 587-595. https://doi.org/10.1093/applin/amab032
Tılfarlıoğlu, F., & Yalçın, E. (2005). An analysis of the relationship between the use of grammar learning strategies and student achievement at English preparatory classes. Journal of Language and Linguistic Studies, 1, 155-169. https://doi.org/10.17263/JLLS.93019.
Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5), 100-110. https://doi.org/10.5430/jnep.v6n5p100
Wardani, A. D., Munir, A., & Lestari, L. A. (2023). Self-regulated learning strategies and their relationship to grammar achievement of undergraduate English department students. LLT Journal: A Journal on Language and Language Teaching, 26(2), 634-649.
Zekrati, S. (2017). The relationship between grammar learning strategy use and language achievement of Iranian high school EFL learners. Indonesian EFL Journal, 3(2), 129-138. https://doi.org/10.25134/IEFLJ.V3I2.660.
Zhou, Z. (2017). The investigation of the English grammar learning strategy of high school students in China. Theory and Practice in Language Studies, 7(12), 1243-1248. http://dx.doi.org/10.17507/tpls.0712.11
