Language learning strategy instruction toraise EAP freshman students’ awarenessof being an independent learner
3rd International Conference of Situating Strategy Use
October 15th, 2019
Nakamura Shinobu

Presentation Outline• Research background• Research Question• Research methods• Results• Conclusion

Japanese classroom environment• Japanese traditional classroom atmosphere: “teacher-centered” “knowledgetransferring” “test-driven”• Post-war era: Limited time, many subjects to teach, big classroom size
• Goals of education: passing entrance exams• Goals of English classes: teaching grammar knowledge, reading and writing• Teacher’s role/Student’s expectation for teachers: “Instructor” “Authority”(Japan Association of College English Teachers, Learning Strategy SIG, 2006)

Language learning strategies
1. Metacognitive strategies
o Planning, monitoring, problem-solving, and evaluation

2. Cognitive strategieso Practice, group/classify, take notes, summarize, highlight, visualize, vocalize

3. Social/Affective strategieso ask questions to clarify, cooperate, self-talk, self-reinforcement, take emotionaltemperature, cultivate positive attitudes towards self/others(Japan Association of College English Teachers, Learning Strategy SIG, 2006)

Research question• Is it possible to change Japanese EFL students’ attitude to
be more independent language learners through language
learning strategy instructions?

• What are the factors for students to feel LLSs being
effective and willing to continue using?

Language Learning Strategy Instruction• Kinoshita (2003) “language learning strategies are ‘teachable’ andtraining language learners to use selected learning strategies can havepositive effects on task performance and the language learningprocess.”• Chamot (2005) stated that to identify some of the language learningstrategies used by learners, applying various “self-report procedures”
such as interviews, questionnaire, or journals is effective.

Research Method• 18 First-year Japanese EAP students• Intensive English course: 4 times a week, 8 weeks (April-June 2019)• 10 different language learning strategies (LLSs) introduced• Evaluated each LLS on its “efficacy” and “willingness to continue”• Comments on willingness or unwillingness to continue

Language Learning Strategies Implemented
1. LLS1 Online extensive reading - to improve their reading speed and to acquire natural wayof using vocabulary and grammar

2. LLS2 Pre-writing brainstorming discussion - to help students come up with different
perspectives before they write an argument essay

3. LLS3 Essay outline peer-editing - to be able to write a clearly organized essay, students

exchanged their essay outline with their partner and received comments on improvements.

4. LLS4 Use of Collocation dictionary - to improve their word choice errors
5. LLS5 Use of Thesaurus - to avoid using same expressions when they speak or write

Language Learning Strategies Implemented
6. LLS6 IELTS pair speaking practice - to be familiar with IELTS speaking test
7. LLS7 Self-recording of their IELTS part 2 speech, listen to it at home, identify what toimprove, and record it again by paying attention to the aspects of improvement

8. LLS8 Have the student’s “before” and “after” recordings listened by another student tonotice aspects of improvements

9. LLS9 Group skit on culture shock - to practice speaking English in a different mode
10. LLS10 Group debate on an academic topic - to be familiar with debate style of speaking

Students’ evaluation on 10 strategies
Effective

Not effective

Don’t know

AVG # of Ss

13.1

0.7

4.3

AVG %

72.8%

3.9%

23.9%

Willing tocontinue

Unwilling tocontinue

Don’t know

AVG # of Ss

13.0

0.9

4.1

AVG %

72.2%

5.0%

22.8%

EFEECTIVENESS OF EACH LLS
100%
90%
80%
70%

52
0040%
30%

1357

260%
50%

1006

3
2052

50

1716
11

11Q3

Q4

13121113

4014

20%
10%
0%

Q1

Q2Effective

Q5Q6

Not effective

Q7Don't know

Q8Q9Q10

WILLINGNESS TO CONTINUE OF EACH LLS
100%90%80%

312070%

160%
50%
40%

6147065101630%

115316111112Q3Q4Q51220%

105120131510%0%

Q1

Q2Willing to continue

Q6

Q7

Not willing to continue

Q8

Q9

Don't know

Q10

Top 3 LLSs students said “effective” and“willing to continue” in this studyvLLS2 Pre-writing brainstorming discussionvLLS6 IELTS pair speaking practicevLLS10 Group debate on an academic topic

Reasons of LLSs Students stated“effective” and “willing to continue”
1. LLS2: “By listening to other students’ opinions, my viewfor this essay topic has broadened.” (Student 7) “Ithelped organize my opinion a lot when I wrote myessay.” (Student 17)

2. LLS6: “Although I can practice IELTS speaking parts bymyself, I try hard to speak English without fear because I
practice with my classmates.” (Student 9) “It was fun toplay roles of an interviewer or interviewee. Also, I didn't
feel nervous. (Student 11)

3. LLS10: “By trying to find trustworthy sources and sharing

thoughts with other students, I could deepen mythoughts.” (Student 3) “It helps raise my confidence
level.” (Student 5) “Started preparing from a day before thedebate, I enjoyed having a debate.” (Student 11)

Comparison with literature on positive
comments• Richards and Lockhart (1996) stated that “through interacting withother students in pairs or groups, students can be given theopportunity to draw on their linguistic resources in a nonthreatening
situation” (p. 152).

• Student comments on top three LLSs reflect their feelings of gainingnew perspectives from working with other students, learning from eachother, and being less nervous in pairs and groups compared to working
as an entire class.

WILLINGNESS TO CONTINUE OF EACH LLS
100%
90%
80%

312070%

160%
50%
40%

614

706

5
101630%115316111112Q3

Q4

Q5

1220%

10

5

1
2013

15

10%0%

Q1

Q2

Willing to continue

Q6

Q7

Not willing to continue

Q8

Q9

Don't know

Q10

Reasons of LLSs Students stated“Unwilling to continue”
1. LLS8: “It is embarrassing. I would rather have myparents or teacher to listen to my recorded speech(Student 8).” “I don’t see any benefits of having myclassmate listen to my recorded speech. (Student 16)”

2. LLS3: “It is nice to receive comments from others but I3.

am not willing my outline to be read by others (Student13).” “It is hard to give comments, because I don’t want tooffend my classmate. In addition, by giving “wrong”
comments, I would interfere my classmate’s English
acquisition (Student 16).”
LLS7: “It was hard to make a speech without any audience.
I couldn’t perform as usual (Student 10).” “I didn’t
understand the point of recording the same speech twice
because in the real test, we can only try once. (Student 6)”

Comparison with literature on negativecomments• Richards and Lockhart (1996) stated that “through interacting with otherstudents in pairs or groups, students can be given the opportunity to draw ontheir linguistic resources in a nonthreatening situation” (p. 152).

• These students who have made the negative comments felt “embarrassed” orinsecure rather than “non-threatening” and this is the affective filter they felt
through LLS3, 7, and 8.

• Influence of Japanese traditional classroom environment can be argued.

Contradiction: Pair vs Solo work
LLS3: “It is hard to give comments, because I don’t want to offend myclassmate. In addition, by giving “wrong” comments, I would interfere myclassmate’s English acquisition.”
LLS8: “I don’t see any benefits of having my classmate listen to my recordedspeech. ”
LLS4: “I can realize/notice my errors and I can learn how to express in newways.”
LLS7: “I could notice what I am lacking, what word I am repeating, and how
fast/slow I am speaking.”

Oxford (2003) onlanguage learning styles and strategies• She argues that not all of the strategies fit for each learner.
• Learners have different learning styles:• Sensory preferences, Personality types, Extraverted vs. introverted, Intuitive vs. sensingsequential, Thinking vs. feeling, Closure-oriented vs. open/Perceiving• Students’ preference should be considered but they should also occasionallybe exposed to variety of activities catered to different learning styles so thatthey can develop beyond their comfort zone.

Realizing to be independent• “It was a good opportunity to think independently.” (LLS2 Student 6)• “I can realize/notice my errors and I can learn how to express in newways.” (LLS4 Student 16)• “I could notice my grammar mistakes and it is a faster way to improve myspeaking compared to my mistakes being pointed out by others.” (LLS7Student 9)• “By listening to my recorded speech, I became able to find out quickly what I
cannot do well. It is very effective.” (LLS7 Student 10)• “I could notice what I am lacking, what word I am repeating, and how fast/
slow I am speaking.” (LLS7 Student 16)• “(By trying this strategy,) I have noticed that having too much pause andoveruse of the same words/expressions can be spotted by myself easily fromlistening to my own recorded speech.” (LLS7 Student 18)

Key to students’ willingness to continue
Feeling of their skills improved/improving• LLS1 Online ER: “I feel like my reading speed is improving.”• LLS2 Pre-writing group brainstorming: “It helps me express my opinion inEnglish and understand others.”• LLS5 Use of thesaurus: “I expanded my vocabulary, so I want to continue
using it.”

• LLS6 IELTS pair-practice: “I can improve my skill by doing it in class.”

Conclusion• Highly rated LLSs helped students gain new perspectives from working with otherstudents, learn from each other, and feel less nervous working in pairs and groups.

• Negative comments were made for the LLSs that they felt not practical or anxiety.
• Some positive comments reflect their realization for benefits of being an
independent learner.

• Significant factor for students’ willingness to continue a LLS is the feeling of theirskills improved.

Reference
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Kinoshita, C. Y. (2003, April). Integrating language learning strategy instruction into ESL/EFL lessons. The Internet TESL Journal, 9(4).
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