1. Language learning strategies as a Complex Dynamic Phenomenon: Voices of Newly Arrived International Learners in the UK
Anas Hajar
Sep. 24h, 2013, The University of Cambridge, Institute of Education

2. Outline Rationale and Objectives of the Study
A Brief Recap of 35 Years of Research on ‘Language Learning Strategies’ (LLSs)
A ‘Social Turn’ in LLS Research
Research Questions
Methodology
Theoretical Framework

3. Rationale and Objectives
Responding to the calls of the Arab Knowledge Report (2009) by the United Nations Development Program
Researcher’s background, position, and subjectivity
Multiple case studies on a group of Arab learners’ English learning experiences and their strategy use while studying at Warwick University
A sociocultural perspective on learning and learning strategy

4. A Brief Recap of 35 Years of Research on language learning strategies (LLSs)

5. The First Direction of LLS Research
‘ineffective learners are inactive learners’ and that ‘their apparent inability to learn is, in fact, due to their not having an appropriate repertoire of learning strategies’. (Wenden,1975: 7)
Exploring a universal set of characteristics of good language learners (GLLs) which can then be taught to less successful learners. (Rubin, 1975; Stern, 1975; Naiman et al., 1978)
The good language learner…is an active learner, monitors language production, practises communicating in the language, makes use of prior linguistic knowledge, uses various memorization techniques, and asks questions for clarification (Chamot, 2001: 29).

6. The Second Direction of LLS Research
less successful learners’ weakness is their lack of appropriateness and flexibility in using LLSs rather than the quantity of the LLSs they use. (Gu, 1996; Porte, 1988).
More attention should be drawn to the metacognitive strategies (e.g. organise time for learning, analyse one’s mistake) to enable learners to determine their own learning goals and manage effectively their repertoire of LLSs (Oxford, 1990; O'Malley, J., and Chamot, A.,1990).

7. The Third Direction of LLS Research
Although the notion of strategy instruction through focusing on metacognitive strategies seemed to be ‘intuitively appealing’ to both language teachers and materials developers, some internal and external factors influencing strategy use also needed to be taken into account such as gender, motivation, age and learning style. (Rees-Miller,1993: 687; Littlejohn, 2008)

8. What does LLS research generally deal with ?
Learners’ efforts to enhance their own language learning/or use: a cognitive perspective (Cohen, 2011; Oxford, 2012)
There is a quantitative, correlational pattern in general: the more strategies you use, the better; and the more often you use strategies, the better the language performance.
Researchers adopting this perspective ‘divorce the learner from her context’ through ascribing the use of LLSs exclusively to learners’ ‘personal assets’ or cognitive predispositions. (Palfreyman, 2003: 244)
most strategy questionnaires
include some items that can be interpreted differently.
focus primarily on the frequency of learners’ strategy use rather than on their attitude and efficiency.
tend to replicate learners’ expressed strategy preferences rather than capturing the dynamic nature of their strategy use.

9. A ‘Social Turn’ in Language Learning Strategy (LLS) Research
The sociocultural perspective emphasises ‘the social, cultural and political contexts of language learning’ (Ortega, 2011: 167), and view ‘real- world situations as fundamental, not ancillary, to learning’ (Zuengler and Miller, 2006: 37).
LLSs from this perspective:
Not only enhance learners’ language learning and use, but also help pursue their desired identities in particular learning contexts (Gao, 2010; 2012)

10. A cognitive psychology perspective
A sociocultural perspective
LLSs
LLSs are often associated with learners’ exercise of their mental mechanisms. Therefore, they are seen as relatively stable.
LLSs are often viewed as the product of the meditational processes of particular learning communities along with learners’ individual cognitive choices.
Language learning
It represents mental processes such as perceiving, analysing and classifying, taking place in learners’ brains.
It is both ‘a kind of action and a form of belonging’ for learners (Wenger, 1998:4).
Learners
They are viewed as ‘processing devices’ that transform linguistic input into performance.
They are social agents who are in active pursuit of both language-related competence and non-linguistic objectives
Context
It is treated as a variable that refers to the ‘generalized environment (foreign vs. second language environment),
It is fundamental in language learning, seen as a combination of ‘culture, discourses, social agents and material resources or artefacts’ (Gao, 2010: 153).

11. LLSs Learner agency Contextual realities
Social agents (e.g. teachers, parents)
Material resources
(examinations, learning materials)
Learning discourses
( i.e. Beliefs and motivations)
Past language learning experiences
Some learner attributes such as learning styles, gender, language proficiency and career choices

12. Research Questions
1. What are the particular patterns of LLSs often utilised by a group of University learners from an Arabic background after their arrival in the UK?
2. How do these participants come to adopt particular patterns of strategy use?
To answer the above research question, the following sub- questions should also be addressed
2.1 How do social agents (teachers, fellow learners and others) mediate these learners’ strategy use and development?
2.2 What are the roles of cultural and material artefacts in learners’ choice and development of particular learning strategies?
2.3 To what extent do the participants’ motivation and belief influence the processes underlying their strategy use?

13. Methodology Multiple-case study
Phenomenography- participants’ life worlds
The empirical study of the limited number of qualitatively different ways in which various phenomena in, and aspects of, the world around us are experienced, conceptualized, understood, perceived, and apprehended. (Marton, 1994: 4424)
Multiple-case study
eight Arab participants
semi-structured interviews, learner diaries, a short essay, classroom observation and some documents such as learners’ homework and their assignments .

14. Stages of Data Collection
Research
Purpose
Methods used
1st stage: baseline (10-25 July)
Exploring the participants’ past language experiences and their strategy use in their homeland
Writing an essay and two to three in-depth, semi-structured interviews
2nd stage: pre-sessional course (15 July-22 September)
Capturing the participants’ challenges that they found after their arrival to the UK and the strategies that they used.
Learner diaries, exchange, 3 classroom observations, three in-depth, semi-structured interviews, and other documents
3rd stage: the first semester (28 September-30 December)
Uncovering the dynamic nature of the LLSs that the participants employed
Two to three in-depth, semi-structured interviews and other documents
Ways of recording interviews
recorded on tape - Verbatim transcription – translation verified by a second translator

15. My Theoretical Framework
Capturing learners’ dynamic use of LLSs from a sociocultural standpoint
Leontiev (1981)'s version of Activity Theory
activity motives
action goal
Operation conditions
Mediated agency: person(s)-acting-with-mediational-means (Wertsch, et al.,1993)
Affordances: social and material resources and constraints (Palfreyman, 2006)

16. Questions and Answers