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Fryer, Luke K.; Vermunt, Jan D. – British Journal of Educational Psychology, 2018
Background: Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to…
Descriptors: Learning Strategies, Longitudinal Studies, Foreign Countries, Student Surveys
Hahn, Bryan – IAFOR Journal of Education, 2018
English language learners seek strong speaking, reading, writing, and listening skills. When it comes to the last it is commonly assumed that if students have many opportunities to hear spoken English then that exposure will improve their ability to comprehend it. Unfortunately, this is often not the case since many second language learners do not…
Descriptors: Foreign Countries, English for Academic Purposes, Listening Skills, Connected Discourse
Sasaki, Miyuki; Mizumoto, Atushi; Murakami, Akira – Modern Language Journal, 2018
This study adopts Oxford's (2017) definition of language learning strategies (LLS) framed by self-regulation theory and explores the longitudinal development in the use of three second language (L2) writing strategies (global planning, local planning, L1-to-L2 translation) by Japanese university students as it interacts with cognitive, affective,…
Descriptors: Writing Strategies, Second Language Learning, Translation, Japanese
Shinogaya, Keito – Journal of Educational Research, 2018
Preparation is an effective and necessary activity; however, most students do not prepare for future lessons. The present study addressed this problem and examined how learners' motives, beliefs, and perceptions affected their strategy use during preparation for future lessons. Participants were 219 Japanese junior high school students who…
Descriptors: Beliefs, Student Attitudes, Learning Strategies, Foreign Countries
Little, Andrea; Kobayashi, Kaoru – TESOL Journal, 2015
This study investigates vocabulary learning strategy (VLS) preferences of lower and higher proficiency Japanese university science students studying English as a foreign language. The study was conducted over a 9-week period as the participants received supplemental explicit VLS instruction on six strategies. The 38 participants (14 males and 24…
Descriptors: Vocabulary, Learning Strategies, Biological Sciences, Preferences
Griffiths, Carol; Cansiz, Gökhan – Studies in Second Language Learning and Teaching, 2015
The language learning strategy question has been debated on a number of levels, including definition, the strategy/success relationship and strategy coordination. In addition, awareness has been steadily growing of the importance of taking an holistic view of the strategy phenomenon and examining strategies not just in isolation but as part of an…
Descriptors: Second Language Learning, Holistic Approach, English (Second Language), Literature Reviews
Hosogoshi, Kyoko – JALT CALL Journal, 2016
Captions and subtitles as a form of scaffolding for audiovisual materials has gained much attention in second or foreign language (L2) learning in recent years and various studies report their positive effects on learners' listening comprehension. However, few attempts have been made to investigate how textual information specifically affects the…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Listening Skills
Mizumoto, Atsushi – Innovation in Language Learning and Teaching, 2013
Researchers, especially in the field of educational psychology, have argued that self-efficacy plays an important role in self-regulated learning. As such, teaching of self-regulated learning often focuses on enhancing self-efficacy. However, few studies have examined how the process of self-regulated learning might lead to the enhancement of…
Descriptors: Metacognition, Vocabulary Development, Second Language Learning, Self Efficacy
Sato, Masatoshi; Ballinger, Susan – Language Awareness, 2012
In this paper, both a cognitive and a sociocultural theoretical perspective are used to bring together findings from two studies that investigated the effects of instruction designed to enhance the potentially positive effect of peer interaction on L2 development. Despite differences between the studies' learning contexts, participants' age, and…
Descriptors: Feedback (Response), Immersion Programs, Metalinguistics, Grade 3