Research Guides

▒ Learning Strategy
 

Learning Strategy

  

On This Page

 

Subject Encyclopedia Articles

  

Handbook Chapters

  • Anderson, N. J. (2005). L2 Learning strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757–771). Mahwah, NJ: Erlbaum.
  • Cohen, A. (2011). Second language learner strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 681–698). New York, NY: Routledge.
  

Review Articles

   

Introductory Books

  • Nation, I. (2008). Teaching vocabulary: Strategies and techniques. Boston, MA: Heinle, Cengage Learning.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, England: Cambridge University Press.
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford, England: Oxford University Press.

    

Recent Articles in IGSE Journals

2016

  • Allen, D., & Katayama, A. (2016). Relative second language proficiency and the giving and receiving of written peer feedback. System, 56, 96–106. http://doi.org/10.1016/j.system.2015.12.002
  • Alrabai, F. (2016). The effects of teachers’ in-class motivational intervention on learners’ EFL achievement. Applied Linguistics, 37(3), 307–333. http://doi.org/10.1093/applin/amu021
  • Anam, S., & Stracke, E. (2016). Language learning strategies of Indonesian primary school students: in relation to self-efficacy beliefs. System, 60, 1–10. http://doi.org/10.1016/j.system.2016.05.001
  • Aryadoust, V., & Zhang, L. (2016). Fitting the mixed Rasch model to a reading comprehension test: Exploring individual difference profiles in L2 reading. Language Testing, 33(4), 529–553. http://doi.org/10.1177/0265532215594640
  • Bauer-Ramazani, C., Graney, J. M., Marshall, H. W., & Sabieh, C. (2016). Flipped learning in TESOL: Definitions, approaches, and implementation. TESOL Journal, 7(2), 429–437. http://doi.org/10.1002/tesj.250
  • Cantrell, S. C., Almasi, J. F., Rintamaa, M., & Carter, J. C. (2016). Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study. The Journal of Educational Research, 109(1), 7–26. http://doi.org/10.1080/00220671.2014.917258
  • Chin, C., & Yook, C. (2016). Beliefs and strategies of college EFL students for vocabulary learning. 영어어문교육/English Language & Literature Teaching, 22(3), 1–33. Retrieved from http://www.riss.kr/link?id=A102129547
  • Chiu, C.-H., Cheng, H.-W., & Wu, C.-Y. (2016). Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students. The Journal of Educational Research, 109(2), 111–121. http://doi.org/10.1080/00220671.2014.924471
  • Cho, Y., Kim, J., & Oh, J. (2016). 한국 대학생의 영어 문법 학습 전략 사용 연구 [The study of the use of grammar learning strategies of Korean college students]. 글로벌영어교육학회/Studies in English Education, 21(2), 147–173. Retrieved from http://www.riss.kr/link?id=A102042949
  • Choi, I.-C. (2016). Efficacy of an ICALL tutoring system and process-oriented corrective feedback. Computer Assisted Language Learning, 29(2), 334–364. http://doi.org/10.1080/09588221.2014.960941
  • Chou, M.-H. (2016). Strategy use for listening in English as a foreign language: A comparison of academic and vocational high school students. TESOL Journal, 7(3), 513–539. http://doi.org/10.1002/tesj.214
  • Chui, H. L., Liu, Y., & Mak, B. C. N. (2016). Code-switching for newcomers and veterans: A mutually-constructed discourse strategy for workplace socialization and identification. International Journal of Applied Linguistics, 26(1), 25–51. http://doi.org/10.1111/ijal.12078
  • Chung, H. S., & Choi, J. H. (2016). Semantic clustering in EFL secondary school students’ vocabulary learning. 영어교육/ENGLISH TEACHING, 71(3), 121–143. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971323
  • Cornell, R., Dean, J., & Tomaš, Z. (2016). Up close and personal: A case study of three university-level second language learners’ vocabulary learning experiences. TESOL Journal, 7(4), 823–846. http://doi.org/10.1002/tesj.247
  • Daniel, S. M., Martin-Beltrán, M., Peercy, M. M., & Silverman, R. (2016). Moving beyond yes or no : shifting from over-scaffolding to contingent scaffolding in literacy instruction with emergent bilingual students. TESOL Journal, 7(2), 393–420. http://doi.org/10.1002/tesj.213
  • Ding, F., & Stapleton, P. (2016). Walking like a toddler: students’ autonomy development in English during cross-border transitions. System, 59, 12–28. http://doi.org/10.1016/j.system.2016.04.003
  • Dressler, R., & Tweedie, M. G. (2016). Dialogue journals in short-term study abroad: “Today I wrote my mind.” TESOL Journal, 7(4), 939–967. http://doi.org/10.1002/tesj.254
  • Eren, A., & Coskun, H. (2016). Students’ level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal of Educational Research, 109(6), 574–588. http://doi.org/10.1080/00220671.2014.999364
  • Eyckmans, J., Boers, F., & Lindstromberg, S. (2016). The impact of imposing processing strategies on L2 learners’ deliberate study of lexical phrases. System, 56, 127–139. http://doi.org/10.1016/j.system.2015.12.001
  • Gabaudan, O. (2016). Too soon to fly the coop? Online journaling to support students’ learning during their Erasmus study visit. ReCALL, 28(2), 123–146. http://doi.org/10.1017/S0958344015000270
  • Granena, G. (2016). Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study. Applied Psycholinguistics, 37(3), 577–600. http://doi.org/10.1017/S0142716415000120
  • Grant, S. (2016). Peer review process completion rates and subsequent student perceptions within completely online versus blended modes of study. System, 62, 93–101. http://doi.org/10.1016/j.system.2016.06.010
  • Gromann, D., & Schnitzer, J. (2016). Where do business students turn for help? an empirical study on dictionary use in foreign-language learning. International Journal of Lexicography, 29(1), 55–99. http://doi.org/10.1093/ijl/ecv027
  • Hanson-Smith, E. (2016). Games, gaming, and gamification: some aspects of motivation. TESOL Journal, 7(1), 227–232. http://doi.org/10.1002/tesj.233
  • Hashimoto, R. (2016). How I became a “different” English speaker and listener. TESOL Journal, 7(1), 246–248. http://doi.org/10.1002/tesj.231
  • Hong, W. (2016). The effect of summarizing task and interaction on Korean middle school students’ reading comprehension. 글로벌영어교육학회/Studies in English Education, 21(1), 39–71. Retrieved from http://www.riss.kr/link?id=A102042938
  • Hung, Y., Chen, S., & Samuelson, B. L. (2016). Elementary EFL students’ practice of peer assessment of oral classroom activities. TESOL Journal, 7(2), 449–468. http://doi.org/10.1002/tesj.245
  • Hung, Y.-W., & Higgins, S. (2016). Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: opportunities for language learning. Computer Assisted Language Learning, 29(5), 901–924. http://doi.org/10.1080/09588221.2015.1074589
  • Jian, Y.-C. (2016). Fourth graders’ cognitive processes and learning strategies for reading illustrated biology texts: eye movement measurements. Reading Research Quarterly, 51(1), 93–109. http://doi.org/10.1002/rrq.125
  • Kamiya, N. (2016). What effect does reading academic articles on oral corrective feedback have on ESL teachers? TESOL Journal, 7(2), 328–349. http://doi.org/10.1002/tesj.210
  • Karlen, Y. (2016). Differences in students’ metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners. The Journal of Educational Research, 109(3), 253–265. http://doi.org/10.1080/00220671.2014.942895
  • Karras, J. N. (2016). The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam. ReCALL, 28(2), 166–186. http://doi.org/10.1017/S0958344015000154
  • Kato, F., Spring, R., & Mori, C. (2016). Mutually beneficial foreign language learning: creating meaningful interactions through video-synchronous computer-mediated communication. Foreign Language Annals, 49(2), 355–366. http://doi.org/10.1111/flan.12195
  • Kim, H.-J. (2016). Peer assessment in a university writing class. 외국어교육/Foreign Languages Education, 23(1), 47–65. Retrieved from http://www.riss.kr/link?id=A102073513
  • Kim, J. H. (2016). The effects of different types of oral corrective feedback on the development of explicit/implicit L2 knowledge of English articles. 영어교육/ENGLISH TEACHING, 71(3), 53–77. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971295
  • Kim, Y. (2016). Development of L2 interactional competence - Being a story recipient in L2 English conversation. 담화와 인지/Discourse and Cognition, 23(1), 1–28. Retrieved from http://www.dbpia.co.kr/Article/NODE06616275
  • Kinginger, C., Lee, S.-H., Wu, Q., & Tan, D. (2016). Contextualized language practices as sites for learning: mealtime talk in short-term chinese homestays. Applied Linguistics, 37(5), 1–26. http://doi.org/10.1093/applin/amu061
  • Kobayashi, A. (2016). Examining a metacognitive instruction model. The Journal of Asia TEFL, 13(2), 117–137. http://doi.org/10.18823/asiatefl.2016.13.2.4.117
  • Kobayashi, M. (2016). L2 academic discourse socialization through oral presentations: an undergraduate student’s learning trajectory in study abroad. Canadian Modern Language Review, 72(1), 95–121. http://doi.org/10.3138/cmlr.2494
  • Kosaka, M. (2016). How I have improved my English writing skills. TESOL Journal, 7(2), 497–499. http://doi.org/10.1002/tesj.244
  • Laffey, D. (2016). An investigation of English idiom comprehension strategies used by university students in Korea. 글로벌영어교육학회/Studies in English Education, 21(2), 61–84. Retrieved from http://www.riss.kr/link?id=A102042946
  • Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: The effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40–60. http://doi.org/10.1080/09588221.2014.889714
  • Lee, E. J. (Esther). (2016). Reducing international graduate students’ language anxiety through oral pronunciation corrections. System, 56, 78–95. http://doi.org/10.1016/j.system.2015.11.006
  • Lee, G. (2016). Korean college students’ reflections on peer reviews and variables involved in the review process. 영어교육/ENGLISH TEACHING, 71(1), 97–117. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824315
  • Lee, K. (2016). Promoting cooperativeness through utterance completion in English as a lingua franca. 응용언어학/Korean Journal of Applied Linguistics, 32(2), 59–86. Retrieved from http://www.riss.kr/link?id=A101928109
  • Lee, K. W., Said, N., & Tan, C. K. (2016). Exploring the affordances of The Writing Portal (TWP) as an online supplementary writing platform. Computer Assisted Language Learning, 29(6), 1116–1135. http://doi.org/10.1080/09588221.2016.1172644
  • Lee, M. young C. S. (2016). Strategy, affect, and L2 ability in integrated writing. 영어교육/ENGLISH TEACHING, 71(2), 87–110. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024893265
  • Lee, M. (2016). 협동학습을 통한 대학영어 수업이 학생들의 영어능력과 사회적 기술에 미치는 영향 [The effects of college English classes using cooperative learning on students’ English proficiency and social skills]. 영어어문교육/English Language & Literature Teaching, 22(2), 213–236. Retrieved from http://www.riss.kr/link?id=A101954058
  • Lei, X. (2016). Understanding writing strategy use from a sociocultural perspective: the case of skilled and less skilled writers. System, 60, 105–116. http://doi.org/10.1016/j.system.2016.06.006
  • Li, M., & Kim, D. (2016). One wiki, two groups: dynamic interactions across ESL collaborative writing tasks. Journal of Second Language Writing, 31, 25–42. http://doi.org/10.1016/j.jslw.2016.01.002
  • Liao, H.-C. (2016). Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach. System, 62, 77–92. http://doi.org/10.1016/j.system.2016.02.007
  • Lim, H., & Penn, S. (2016). Korean English writers’ noticing peer errors and incorporation of peer feedback. 영어어문교육/English Language & Literature Teaching, 22(2), 65–86. Retrieved from http://www.riss.kr/link?id=A101954045
  • Lindstromberg, S., Eyckmans, J., & Connabeer, R. (2016). A modified dictogloss for helping learners remember L2 academic English formulaic sequences for use in later writing. English for Specific Purposes, 41, 12–21. Retrieved from http://www.riss.kr/link?id=O67902222
  • Liu, J. (2016). How does studying abroad change chinese students’ choices of reading strategies. Canadian Modern Language Review, 72(1), 40–65. http://doi.org/10.3138/cmlr.2049
  • Lund, R. E. (2016). Handwriting as a tool for learning in ELT. ELT Journal, 70(1), 48–56. http://doi.org/10.1093/elt/ccv048
  • Maliborska, V., & You, Y. (2016). Writing conferences in a second language writing classroom: Instructor and student perspectives. TESOL Journal, 7(4), 874–897. http://doi.org/10.1002/tesj.249
  • Manoli, P., Papadopoulou, M., & Metallidou, P. (2016). Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms. System, 56, 54–65. http://doi.org/10.1016/j.system.2015.11.003
  • Marzec-Stawiarska, M. (2016). The influence of summary writing on the development of reading skills in a foreign language. System, 59, 90–99. http://doi.org/10.1016/j.system.2016.04.006
  • Mawlawi Diab, N. (2016). A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System, 57, 55–65. http://doi.org/10.1016/j.system.2015.12.014
  • McCrocklin, S. M. (2016). Pronunciation learner autonomy: the potential of automatic speech recognition. System, 57, 25–42. http://doi.org/10.1016/j.system.2015.12.013
  • McNeil, L. (2016). Integrating computer-mediated communication strategy instruction. Computer Assisted Language Learning, 29(2), 242–261. http://doi.org/10.1080/09588221.2014.935439
  • McNeil, L., & Song, H. (2016). Collaborative computer-mediated reading: Documenting the frequency, mechanisms, and outcomes of peer help. 외국어교육/Foreign Languages Education, 23(2), 1–26. Retrieved from http://www.riss.kr/link?id=A102073542
  • Memari Hanjani, A. (2016). Collaborative revision in L2 writing: learners’ reflections. ELT Journal, 70(3), 296–307. http://doi.org/10.1093/elt/ccv053
  • Merkel, W. (2016). The potential of crossword puzzles in aiding English language learners. TESOL Journal, 7(4), 898–920. http://doi.org/10.1002/tesj.252
  • Min, H.-T. (2016). Effect of teacher modeling and feedback on EFL students’ peer review skills in peer review training. Journal of Second Language Writing, 31, 43–57. http://doi.org/10.1016/j.jslw.2016.01.004
  • Mirzaei, A., Rahimi Domakani, M., & Rahimi, S. (2016). Computerized lexis-based instruction in EFL classrooms: Using multi-purpose LexisBOARD to teach L2 vocabulary. ReCALL, 28(1), 22–43. http://doi.org/10.1017/S0958344015000129
  • Mizumoto, A., & Chujo, K. (2016). Who is data-driven learning for? challenging the monolithic view of its relationship with learning styles. System, 61, 55–64. http://doi.org/10.1016/j.system.2016.07.010
  • Morris-Adams, M. (2016). Negotiating topic changes: Native and non-native speakers of English in conversation. International Journal of Applied Linguistics, 26(3), 366–383. http://doi.org/10.1111/ijal.12134
  • Mueller, C. M., & Jacobsen, N. D. (2016). A comparison of the effectiveness of EFL students’ use of dictionaries and an online corpus for the enhancement of revision skills. ReCALL, 28(1), 3–21. http://doi.org/10.1017/S0958344015000142
  • Offerman, H. M., & Olson, D. J. (2016). Visual feedback and second language segmental production: the generalizability of pronunciation gains. System, 59, 45–60. http://doi.org/10.1016/j.system.2016.03.003
  • Ogawa, C. (2016). Examining the effects of types of pretask planning on oral performances. JALT Journal, 38(2), 97–118.
  • Oh, Rosa, Park, Youngmin, Lee, & Hee-Kyung. (2016). The effects of syntactically visualized text reading on English reading comprehension of middle school students in Korea. 어학연구/Language Research, 52(3), 581–610. Retrieved from http://www.dbpia.co.kr/Article/NODE07086681
  • Park, J. (2016). Korean students’ English speaking anxiety and their coping strategies. 글로벌영어교육학회/Studies in English Education, 21(1), 97–122. Retrieved from http://www.riss.kr/link?id=A102042940
  • Philippakos, Z. A., & MacArthur, C. A. (2016). The effects of giving feedback on the persuasive writing of fourth- and fifth-grade students. Reading Research Quarterly, 51(4), 419–433. http://doi.org/10.1002/rrq.149
  • Ryu, D. (2016). 어휘주석(glossing)활용 영어 학습에 대한 성인 만족도 연구 [A study of the degree of satisfaction of adult EFL learners with the use of glossing]. 영어어문교육/English Language & Literature Teaching, 22(2), 193–212. Retrieved from http://www.riss.kr/link?id=A101954057
  • Serrano, R., Llanes, À., & Tragant, E. (2016). Examining L2 development in two short-term intensive programs for teenagers: study abroad vs. “at home.” System, 57, 43–54. http://doi.org/10.1016/j.system.2016.01.003
  • Shawer, S. F. (2016). Four language skills performance, academic achievement, and learning strategy use in preservice teacher training programs. TESOL Journal, 7(2), 262–303. http://doi.org/10.1002/tesj.202
  • Siegel, J. (2016). A pedagogic cycle for EFL note-taking. ELT Journal, 70(3), 275–286. http://doi.org/10.1093/elt/ccv073
  • Simpson Baird, A., Palacios, N., & Kibler, A. (2016). The cognate and false cognate knowledge of young emergent bilinguals. Language Learning, 66(2), 448–470. http://doi.org/10.1111/lang.12160
  • Sohng, H., & Seo, S. (2016). 프로젝트형 거꾸로 교실이 예비 영어교사들의 정의적 태도 및 메타인지 학습전략에 미치는 효과 [Effects of project-based flipped classroom on the affective attitude and metacognitive learning strategies of pre-service teachers of English]. 영어어문교육/English Language & Literature Teaching, 22(2), 167–192. Retrieved from http://www.riss.kr/link?id=A101954056
  • Sprague, A. (2016). Improving the ESL graduate writing classroom using socrative: (Re)Considering exit tickets. TESOL Journal, 7(4), 989–998. http://doi.org/10.1002/tesj.295
  • Stille, S. V. V., Bethke, R., Bradley-Brown, J., Giberson, J., & Hall, G. (2016). Broadening educational practice to include translanguaging: An outcome of educator inquiry into multilingual students’ learning needs. Canadian Modern Language Review, 72(4), 480–503. http://doi.org/10.3138/cmlr.3432
  • Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models of self-regulated learning strategies. The Modern Language Journal, 100(3), 674–701. http://doi.org/10.1111/modl.12339
  • Tragant, E., Muñoz, C., & Spada, N. (2016). Maximizing young learners’ input: an intervention program. Canadian Modern Language Review, 72(2), 234–257. http://doi.org/10.3138/cmlr.2942
  • Trinder, R. (2016). Blending technology and face-to-face: Advanced students’ choices. ReCALL, 28(1), 83–102. http://doi.org/10.1017/S0958344015000166
  • Tudini, V. (2016). Repair and codeswitching for learning in online intercultural talk. System, 62, 15–25. http://doi.org/10.1016/j.system.2016.06.011
  • Vu, H. Y., & Shah, M. (2016). Vietnamese students’ self-direction in learning English listening skills. Asian Englishes, 18(1), 53–66. http://doi.org/10.1080/13488678.2015.1136104
  • Won, M., & Zhu, Y. (2016). 사전 사용이 읽기 이해도 및 어휘 학습에 미치는 효과 [The effects of dictionary use on reading comprehension and vocabulary learning - A comparative study of bilingual dictionary and monolingual dictionary]. 한국사전학/Journal of Korealex, (27), 201–220. Retrieved from http://www.riss.kr/link?id=A101900898
  • Wu, S.-L. (2016). Development of thinking for speaking: What role does language socialization play? The Modern Language Journal, 100(2), 446–465. http://doi.org/10.1111/modl.12330
  • Yang, J. (2016). Learners’ oral corrective feedback preferences in relation to their cultural background, proficiency level and types of error. System, 61, 75–86. http://doi.org/10.1016/j.system.2016.08.004
  • Yang, M., & Kim, K. (2016). The effects of SQ3R instruction on learners’ self-efficacy and reading ability in college academic reading. 외국어교육/Foreign Languages Education, 23(2), 27–49. Retrieved from http://www.riss.kr/link?id=A102073541
  • Yang, X., Shi, F., Liu, X., & Zhao, Y. (2016). Learning styles and perceptual patterns for English /i/ and /ɪ/ among Chinese college students. Applied Psycholinguistics, 37(3), 673–701. http://doi.org/10.1017/S014271641500020X
  • Yeldham, M. (2016). Second language listening instruction: Comparing a strategies-based approach with an interactive, strategies/bottom-up skills approach. TESOL Quarterly, 50(2), 394–420. http://doi.org/10.1002/tesq.233
  • Yoon, C. (2016). Individual differences in online reference resource consultation: case studies of Korean ESL graduate writers. Journal of Second Language Writing, 32, 67–80. http://doi.org/10.1016/j.jslw.2016.04.002
  • Young, C., Valadez, C., & Gandara, C. (2016). Using performance methods to enhance students’ reading fluency. The Journal of Educational Research, 109(6), 624–630. http://doi.org/10.1080/00220671.2015.1016599
  • Yu, S., & Lee, I. (2016). Exploring Chinese students’ strategy use in a cooperative peer feedback writing group. System, 58, 1–11. http://doi.org/10.1016/j.system.2016.02.005
  • Yun, G. (2016). Interspeaker variation in phonological and semantic priming effects on recognition of Korean and English words. 한국영어학/Korean Journal of English Language and Linguistics, 16(3), 563–597. Retrieved from http://www.riss.kr/link?id=A102087373
  • Zou, B., Wang, D., & Xing, M. (2016). Collaborative tasks in Wiki-based environment in EFL learning. Computer Assisted Language Learning, 29(5), 1000–1016. http://doi.org/10.1080/09588221.2015.1121878
  
 
 
 
 
 
    

 



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