dc.description.abstract | Abstract
This paper investigated the role that language learning stages played in the learning strategies employed by non-major Japanese language students, and explored the correlation between strategy use and achievement. Participants were students enrolled in elective Japanese language courses at a university in Northern Taiwan. Two different learning stages (level 1 beginners and level 2 beginners) were included, for a total of 129 university students. Questionnaires were based on a revised version of the Strategy Inventory for Language Learning (SILL) from Oxford (1990). The 8-factor model from the exploratory factor analysis (EFA) was produced. This study explored the strategies used between the two classes and within the two classes during one semester. Besides, Lang-8 Learning Communicative Platform Strategy was employed in this instruction. Semi-partial correlation analysis was used in understanding the unique relationships between independent variables (8 models of strategies and Lang-8 Learning Communicative Platform Strategy) and a dependent variable (achievement) when many independents are analyzed simultaneously.
The results showed that students’ learning strategies differed by learning stage and changed in frequency of use over the course of the semester. Level 2 beginners were more likely to employ Tool Use Strategy than level 1 beginners. The level 1 class used Memory and Learning Management Strategy and Cognitive Strategy with the highest frequency. Cognitive Strategy was used with high frequency by the level 2 beginners. The mean of Female students use more strategies than male students. Female students in two classes would be more likely to use Oral Practice Strategies than male students during one semester. In level 1 beginners class, females significantly surpassed males in their use of Self-Monitoring and Learning Extension Strategy. In this semi-partial correlation analysis, the single explained variance of Memory and Learning Management Strategy was 10.5%, Lang-8 Learning Communicative Platform Strategy was 6.2%, and Seeking Opportunities for Learning Strategy was 3.7% for the level 1 beginners class, while controlling for the effects of all other independent variables, level 2 beginners showed the single explained variance of Lang-8 Learning Communicative Platform Strategy was 9.2%, Self-Monitoring and Learning Extension Strategy was 6.4%, Compensation Strategy was 5.4%. Stepwise regression was employed to discover LLS predictors related to achievement. Significant predictors were found for each class. Memory and Learning Management Strategy, Seeking Opportunities for Learning Strategy, Lang-8 Learning Communicative Platform Strategy were significant predictors for the level 1 beginners class, while Lang-8 Learning Communicative Platform Strategy, Self-Monitoring and Learning Extension Strategy were predictors for achievement in the level 2 beginners’ class. Interview results indicated that level 1 beginners focused on the strategy use of memory, while level 2 beginners developed more strategies of Self-Monitoring and Learning Extension
Strategy, and Compensation Strategy. High achievement learners used more Self-Monitoring and Learning Extension Strategy, Seeking Opportunities for Learning Strategy than lower achievement learners.
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