Annie Chang Instructor: Dr.Yang

Learning Strategy, Learning Style and English Achievement 1. Introduction 2. Learning strategy 3. Learning style 4. The relationship between learning strategy and learning style 5. Implication For Future Study

Introduction 1. 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 Strategy A. 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 Category 1. 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 preferences Reid’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 group 2. 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 used 1. 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 Interview Shakarami 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 Interview 3. 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 Study 1. 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