Language learning strategies of Colombian learners of English as a foreign language

While some studies about language learning strategies (LLS) have been held in Colombia, there is still ample room for research. Particularly, an explanatory sequential mixed methods design can offer insights into how gender, grade level, and perceived language proficiency may influence Colombian stu...

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Detalles Bibliográficos
Autores: Marenco Domínguez, José Miguel, Marín Juanías, José, Molina Ávila, Clara
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/715378
Acceso en línea:http://hdl.handle.net/10486/715378
https://dx.doi.org/10.11591/ijere.v13i4.28739
Access Level:acceso abierto
Palabra clave:Colombian leaners
English as a foreign language
High school learners
Language learning strategies
Strategies-based instruction
Educación
Filología
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spelling Language learning strategies of Colombian learners of English as a foreign languageMarenco Domínguez, José MiguelMarín Juanías, JoséMolina Ávila, ClaraColombian leanersEnglish as a foreign languageHigh school learnersLanguage learning strategiesStrategies-based instructionEducaciónFilologíaWhile some studies about language learning strategies (LLS) have been held in Colombia, there is still ample room for research. Particularly, an explanatory sequential mixed methods design can offer insights into how gender, grade level, and perceived language proficiency may influence Colombian students’ selection of strategies for learning English. Furthermore, teachers’ explicit instruction of strategies has not commonly been contrasted with students’ reported use of strategies. This study sought to bridge existing gaps by exploring the favored learning strategies of Colombian learners and teachers at the secondary school level. Data were collected employing the Strategy Inventory for Language Learning and semi-structured interviews with selected participants. The findings suggest that students favor social and metacognitive strategies and use affective strategies to a lesser extent. No significant differences between gender and the overall use of learning strategies were found. Conversely, significant relationships involving students’ grade level, self-perception of English proficiency, and the reported use of LLS were observed. This investigation highlights the importance of boosting affective strategies, exploring teachers’ roles in explicit strategies-based instruction, and integrating diverse types of data to explore the complexity of learning strategies. Recommendations for future inquiries are presentedInstitute of Advanced Engineering and ScienceDepartamento de Filología InglesaFacultad de Filosofía y Letras20242024-08-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/715378https://dx.doi.org/10.11591/ijere.v13i4.28739reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-sa/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7153782026-06-23T12:46:27Z
dc.title.none.fl_str_mv Language learning strategies of Colombian learners of English as a foreign language
title Language learning strategies of Colombian learners of English as a foreign language
spellingShingle Language learning strategies of Colombian learners of English as a foreign language
Marenco Domínguez, José Miguel
Colombian leaners
English as a foreign language
High school learners
Language learning strategies
Strategies-based instruction
Educación
Filología
title_short Language learning strategies of Colombian learners of English as a foreign language
title_full Language learning strategies of Colombian learners of English as a foreign language
title_fullStr Language learning strategies of Colombian learners of English as a foreign language
title_full_unstemmed Language learning strategies of Colombian learners of English as a foreign language
title_sort Language learning strategies of Colombian learners of English as a foreign language
dc.creator.none.fl_str_mv Marenco Domínguez, José Miguel
Marín Juanías, José
Molina Ávila, Clara
author Marenco Domínguez, José Miguel
author_facet Marenco Domínguez, José Miguel
Marín Juanías, José
Molina Ávila, Clara
author_role author
author2 Marín Juanías, José
Molina Ávila, Clara
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Filología Inglesa
Facultad de Filosofía y Letras
dc.subject.none.fl_str_mv Colombian leaners
English as a foreign language
High school learners
Language learning strategies
Strategies-based instruction
Educación
Filología
topic Colombian leaners
English as a foreign language
High school learners
Language learning strategies
Strategies-based instruction
Educación
Filología
description While some studies about language learning strategies (LLS) have been held in Colombia, there is still ample room for research. Particularly, an explanatory sequential mixed methods design can offer insights into how gender, grade level, and perceived language proficiency may influence Colombian students’ selection of strategies for learning English. Furthermore, teachers’ explicit instruction of strategies has not commonly been contrasted with students’ reported use of strategies. This study sought to bridge existing gaps by exploring the favored learning strategies of Colombian learners and teachers at the secondary school level. Data were collected employing the Strategy Inventory for Language Learning and semi-structured interviews with selected participants. The findings suggest that students favor social and metacognitive strategies and use affective strategies to a lesser extent. No significant differences between gender and the overall use of learning strategies were found. Conversely, significant relationships involving students’ grade level, self-perception of English proficiency, and the reported use of LLS were observed. This investigation highlights the importance of boosting affective strategies, exploring teachers’ roles in explicit strategies-based instruction, and integrating diverse types of data to explore the complexity of learning strategies. Recommendations for future inquiries are presented
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-08-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/715378
https://dx.doi.org/10.11591/ijere.v13i4.28739
url http://hdl.handle.net/10486/715378
https://dx.doi.org/10.11591/ijere.v13i4.28739
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-sa/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-sa/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Institute of Advanced Engineering and Science
publisher.none.fl_str_mv Institute of Advanced Engineering and Science
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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