Annie ChangInstructor: Dr.Yang

Learning Strategy, Learning Style and English Achievement

 

1. Introduction 2. Learning strategy3. Learning style4. The relationship between learning strategy and

learning style5. Implication For Future Study

Introduction1. Using explicit goal to help learners improve knowledge

and understanding 2. the studies tried to find out learners’

A. Preferred learning styles

B. Frequently used learning strategies

C. The relationships of the learners’ learning styles, strategies

Learning StrategyA. As “specific actions taken by the learner to make

learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” Oxford (1990).

B. As thoughts, mental steps, behaviors or operations that learners use to help them comprehend or learn a new language.

Strategy Inventory for Language Learning Category (SILL)Developed by Oxford (1990) in both learning a new

language and measure learners’ strategy use

Direct Strategies

1. Memory Strategies

2. Cognitive Strategies

3. Compensation Strategies

Indirect Strategies

1. Metacognitive Strategies

2. Affective Strategies

3. Social Strategies

Learning Styles Reid (1995) defined learning style as “an individual’s

natural, and preferred way(s) of absorbing, processing, and retaining new information and skills”

Brown (2000) asserts that learning styles “serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment” (p.114)

Perceptual Learning Style Preference Category1. Visual learner

2. Auditory learner

3. Tactile learner

4. Kinesthetic learner

5. Individual learner

6. Group learner

The relationships of the learners’ learning styles and strategies

1. Previous studies showed that students selected certain strategies more or less according to their own learning style (Ehrman, Leaver & Oxford, 2003)

2. Rossi-Le’s (1989) found that group learning modality was positively correlated with social strategies

The previously related finding learning style preferencesReid’s,1987; Rossi-Le’s, 1989; McCormick’s, 2001; Chen,

(2005); Hsu,2007)1. Early studiers investigating found that the most preferred

learning style was visual rather than group2. Previous studiers investigating found that the most preferred

group learning style followed by visual, auditory, kinesthetic and tactile learning modalities

Briefly summarized Taiwanese elementary, junior high and senior high school

students’ learning preferred learning style was group style to visual, auditory, kinesthetic, tactile and individual learning modalities when learning English

The previously related finding learning strategy used1. O’Malley et al., (1985a-b), ESL students used more

cognitive but social strategies less used.

2. Oxford and Nyikos (1989) used SILL, to investigate American college EFL students and used more compensation and social

3. Yang (1993) used SILL, to investigate Chinese college students’ used social strategy frequently .

4. Yu (2005) used SILL, to investigate university students : metacognitive and social strategy were the most frequently used.

The previously related finding learning strategy and style Shakarami and Mardziah(2008 ) used SILL and PLSPQ, to

investigate Malaysia university

A. The finding of PS students frequently used social strategies and high value for group ,tactile and kinesthetic styles.

B. The findings of IME students frequently used metacognitive strategies and high value for individual, visual style.

The Semi-Structured InterviewShakarami and Mardziah(2008 )

1. Language anxiety: Most of the students interviewed reported that they had a feeling of stress and anxiety when they were speaking in English.

2. Frustration: All the interviewees seemed to be frustrated about their inability to express themselves in English.

The Semi-Structured Interview3. Inability to express themselves: IME interviewees were

unable to respond properly in their study or in social interaction.

4. First language negative impact: PS interviewees reported that they had all thoughts in Persian and hat they had problems in understanding of the written and spoken.

Implication For Future Study1. Applied both quantitative and qualitatively to specify the

strength of learning style preferences , strategy use and academic achievement

2. To work out clear perspective for future language teaching planning and curriculum writing and providing modules for classroom activities and tasks