Effective Language Learning Strategies From Cambodian Teachers

Effective wording larn Strategies From Cambodian TeachersAfter the unify Nations Transitional Authority in Cambodia (UNTAC) era, Cambodia has been struggling to participate in the worldwide community where incline is utilise as a lingua franca (Clayton, 2007). collect to this trend, more than and more Cambodian larners provoke paid more caution to the knowledge of side of meat. The emergence of face has become even more lucky after the country was admitted into the Association of Southeast Asian Nations (ASEAN) in 1999 (Clayton, 2007). Nevertheless, a number of Cambodian EFL learners ease up failed to be proficient in the quarrel although having spent a lot of years acquire the diction. The reason fiction behind the failure can be the ignorance of effective talking to learnedness strategies or a mismatch between the development strategies frequently mathematical functiond by the students and the pedagogics strategies thought to be effective, by teachers, in statement the lecture (Chamot, 2004 Felder Henriques, 1995 Fe advantageously, 2010).Based on Bull and Ma (2001), students whitethorn non be aw ar of the strategies they reach use or are apply in order to enhance their comprehension, retain schooling in their memory, or recall what they be in possession of learnt. As Chamot and OMalley (1990) cl seted that learners are unique and naturally be possessed of variant study styles, the unawareness may lead to the inappropriate use of the accomplishment strategies available (Oxford, 2003). Besides the knowledge styles defined by Oxford (2003) as a general approach or behaviour apply by learners to acquire the talking to-auditory or visual style , other variables such as the learner characteristics, culture and mise en scene, etc. also wield influence on the utilization of the strategies (Chamot, 2004). For instance, learners who live in a culture that values private competition may prefer the strategies allowing them to work al star to other strategies transaction for cooperation and collaboration. In addition to this, the context also plays an important role in deciding the utilzation of the education strategies. For example, a study conducted by Edonomo and Secomo (2007) in misfire showed that learners tended to use kindly strategies to learn the spoken communication in a representational context but cognitive and metacognitive strategies in a tutored-setting context. However, the awareness of the strategies, to Felder Henriques (1995), is non yet the solution to the failure if the teaching strategies the teachers believe to be facilitatory in aquiring the phrase are mismatched with the acquire strategies taken for devote by the learners. Djigunovic (2001) indicated that using inappropiate teaching strategies which are not favoured by the learners may not be able to motivate them to learn the run-in well. Similarly, Griffiths and Parr (2001) dis vertebral column in their study mad e in New Zealand that there was an around complete leaving in perception of acquisition strategies between students and teachers. receivable to the aforementioned points, I am unsure if the unawareness of the nomenclature nurture strategies and the diverse perspertives on the language acquire strategies also take vest in the Cambodian EFL context.So far, a number of studies have been through with(p) to provide ground to the issue of language tuition strategies. Bull and Ma (2001) conducted a study to draw students attention to the language learning strategies they have utilize to learn the language. In the same regard, the identification of the strategies, using SILL (Strategy ancestry for lyric poem Learning) designed by Oxford (1990), is also made by sundry(a) enquiryers specialized in the eye socket of study (Chamot, 2004 Edonomo Secomo, 2007 Embi, Mahamod, Teh, Yusoff, 2009 Fewell, 2010). Moreover, the interelationship between the utilization of the language lea rning strategies and student motivation has also been explored (Djigunovic, 2001). Embi, Mahamod, Teh, and Yusoff (2009) even looked at the correlativity between gender and the strategies frequently used. At the same time, some researchers are interested in exploring whether there is a mismatch between students perspectives and teachers perspectives on the effective language learning strategies used to learn the language and the pathetic potential consequences of the mismatch (Chamot, 2004 Felder Henriques, 1995 Griffiths Parr, 2001).Though there are quite a number of studies in the field of language learning strategies, few of them have been conducted in the Cambodian EFL context. The identification of the language learning strategies frequently used by Cambodian EFL students in the classroom learning environment and the coincidence between Cambodian EFL teachers perspectives and students perspectives on the subject in focus have not yet been studied together.The lack of the study more or less contributes to the poor academic performance of the Cambodian EFL learners excepting other variables. I believe that when the perspectives of the dickens groups (teachers and students) are determined, we go away be able to serve the students learn the language more effectively so that they will not waste their time, financial resoures, and mental effort. Additionally, the understanding of the covert perceptions will give the language teachers ideas on how to use appropriate teaching strategies which are matched with the students learning strategies in the right learning context. Besides, the Ministry of Education, Youth, and Sports (MoEYS) may take the findings into consideration and fulfill relevant policies which can enhance the English learning environment in Cambodia.Based on the aforesaid significance, this present study aims at identifying the language learning strategies frequently used by the Cambodian EFL learners to deal with different types of langu age tasks and exploring the effective language learning strategies in the Cambodian EFL context from the perspective of lecturers and students at the Institute of contrary Languages (IFL), Phnom Penh. Thus, the research questions required to coif areWhat are the effective language learning strategies frequently used by IFL students to handle various language tasks?What are the language learning strategies regarded as effective by IFL lecturers?Annotated BibliographyBull, S., Ma, Y. (2001). Raising learner awareness of language learning strategies. InteractiveLearning Environments , 9 (2), 171-200.Bull and Ma have brought the issue of language learning strategies which are closely related to to my research topic into focus. In their study, they reviewed a variety of both learning styles and strategies. exit between learning styles and strategies were also clear made. Through the questionnaire (SILL-Strategy Inventory for Language Learning) administered to non-native learners of English who also have high level of English development, findings which revealed the learning strategies already used by students and the ones recommended to them should be made aware of in order that the problem of a mismatch between students learning styles and teachers teaching styles can be avoided. Therefore, I would say that this journal article would cover a lot of ground on my research topic.Chamot, A. U. (2004). Issues in language learning strategy research and teaching. ElectronicJournal of Foreign Language Teaching , 1 (1), 14-26.This is a collective sary source discussing how issues in language learning strategies simulate the performance of students and teachers of foreign languages. Chamot makes a deep study into several issues pertaining to language learning strategies including the identification of students learning strategies, the salmagundi of identified strategies, the interrelationship between the strategies and learner characteristics, the influence of c ulture and context, etc. This descriptive research further points out that knowing students learning strategies is of merry importance to teachers who attempt to help students become more successful language learners. Moreover, the paper also discusses the impact of culture and learning environment on the utilization of the strategies. These two main focuses are exactly what I am concentrating on in my research therefore, more or less, I will be able to benefit from this descriptive study.Chamot, A. U., OMalley, J. M. (1990). Learning strategies in second language acquisition.Cambridge Cambridge University Press.Chamot and OMalley write this book in an attempt to describe what language learning strategies are, how they help learners enhance comprehension and retain culture in their memory, how they are learned, and why they influence the learning outcome. Furthermore, various theories regarding learning strategies in second language acquisition are also explained. More or less, t hese theoretical explanations will provide ground to my study.Djigunovic, J. M. (2001). Are language learning strategies motivationspeicific? language learningstrategies and motivation. Orbis Linguarum , 18, 125-138.In the study conducted in Croatia, Djigunovic put dialect on the relationship between language learning strategies and learning motivation. trine separate studies were made at different learning institutions, and a wide-ranging strain of participants, aged from 13 to 21, were given two sets of questionnaire to complete. One is SILL used to check the strategies used by students, and another one is the motivation questionnaire. The entrust showed that student motivation correlated significantly with all the strategies frequently used. The more motivated the learners were, the more frequently they used the learning strategies. However, the findings also revealed that the learning motivation decreased awarding to the learner age. The youngest learners were found to hav e the strongest data link between the motivation and strategies used. Though my study does not focus on the learning motivation, it will gain advantage from this study as well since motivation is what every learner needs in order to come after in learning the language, and I do believe that the identification of the strategies which are able to motivate students to learn well will be of gravid benefit to my study.Edonomo, D. V., Secomo, Y. D. (2007). Foreign language learning strategy choice naturalistic versus instructed language acquisition. Journal of Theory and Practice in Education , 3 (1), 4-11.In Turkey, a study conducted by Edonomo and Secomo to discover how different learning contexts-naturalistic and instructed language acquisition, with their different specific demands, affect language learning strategy p savoir-faires and frequency of use was investigated. In the study, 25 planetary students who were canvass English at Bogazici University in Istanbul were selected. At the same time, they also had to study Turkish in order to survive in the country. imputable to the fact that these international students were studying English in a formal setting (Instructed language acquisition) and Turkish in a non-formal setting (Naturalistic language acquisition), the researchers were interested in the language learning strategies frequently used by the students in the two different contexts. As a result, we could see that the students tend to use social and compensation strategies to learn Turkish in the outside classroom learning environment while metacognitive, cognitive, and compensation strategies are preferred to learn English in the classroom learning environment. Although, this study primarily focuses on the language learning strategies used in different learning contexts, it is somehow related to my proposed study which deals with the perspectives of students and teachers on the effective language learning strategies used in the classroom learning environment. To a certain extent, it also provides background information to my research study.Embi, M. A., Mahamod, Z., Teh, K. S., Yusoff, N. M. (2009). A closer look at gender and Arabiclanguage learning strategy use. European Journal of Social Sciences , 9 (3), 399-407.There are umteen research studies done to investigate the correlation between language learning strategies and proficiency level or motivation. Differently, this study was conducted to find out the relationship between gender and strategies use in learning Arabic language. The researchers collected data, using SILL questionnaire, from a total of 457 students who were studying Arabic language in Malaysia. The result of the study was in accord with some studies done previously which showed that female students tended to use language learning strategies, especially affective and metaphysic strategies, more often than male students. This significant difference will give me an idea to determine the strategies frequen tly used by female Cambodian learners and the ones often used by male Cambodian learners.Fewell, N. (2010). Language learning strategies and English language proficiency an investigationof Japanese EFL university students. TESOL Journal , 2, 159-174.In this study, Fewell attempted to investigate the correlation between English proficiency level and the correct utilization of language learning strategies on Japanese first year students. Other variables excepting learning strategies which may affect students proficiency level were carefully determined and excluded from the study, although the attempt was hard to achieve. In order to determine the impact of the utilization of learning strategies on the proficiency level, the researcher used SILL to unfold the strategies used by the top 25% of English proficient learners and the bottom 25% of English proficient learners. Unexpectedly, the canvas result was contrary to the results of most studies showing the correlation between change magnitude English proficiency and increased language learning strategy utilization. Due to the finding, I realize that this study is absolutely fascinating, and what sincerely fascinates me is the underlying factors engaged the findings.Felder, R. M., Henriques, E. R. (1995). Learning and teaching styles in foreign and secondlanguage education. Foreign Language Annals , 28 (1), 21-31.The content of this descriptive study includes many findings I am looking for. The researchers purposefully raise the learning strategies particularly suitable for second and foreign language acquisition. Moreover, the authors discuss certain learning styles favored by the teaching styles of most language teachers. It is written in the paper that the unawareness of students learning styles and teachers teaching styles can lead to the infelicitous mismatch which can result in several negative consequences including boredom of learning, demotivation, poor academic performance, etc. This study, thoug h not a field study, represents a valuable collective source of information on the issues in language learning strategies and, obviously, will become a fundamental reference to my study.Griffiths, C., Parr, J. M. (2001). Language learning strategies theory and perception. ELTJournal , 55 (3), 247-254.This easily comprehendible article is closely related to my study. If looking at the research questions, Griffiths and Parr aim at discovering the most frequently used language learning strategies espouse by the contemporary language learners who are speakers of other languages and the teachers perception of the language learning strategies used by their students. To get the result, a large sample of 569 students who are non-native speakers of English in New Zealand were selected to fill the SILL and 30 experience teachers were invited to complete ILLS (Inventory of Language Learning Strategies) questionnaires. The result of the study was quite provoke because there was a mismatch between students and teachers perspectives on using the strategies to learn the target language. Based on the students perception, social strategies are the most commonly used and memory strategies are the least however, the teachers believe that their students use memory strategies the most and affective strategies the least. The difference in perception between the students and teachers really interests me, and I think this study can be a devout model for my present study as it also provides useful information on the relation between changing language teaching and learning theories and the language learning strategies which go alongside.Oxford, R. L. (2003). Language learning styles and strategies an overview. In Learning styles andstrategies (pp. 1-25). GALA.In this chapter, Oxford mainly discusses the distinction between learning styles and strategies in depth. blanket(a) definitions of the key terms are provided. This chapter of the book is fundamental to my study since dim inutive description of each style or strategy is given one by one, and there is also a part discussing the implications for L2 teaching. The author clearly indicates that harmony between students style and strategy preferences and a combination of instructional methodology and materials is the essence of helping students perform well in their L2 learning.