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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Marenco Domínguez, José Miguel
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Humanities Education Library & Information Science Social Sciences Other

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Language learning strategies and communicative competence of Colombian learners of English as a foreign language Marenco Domínguez, José Miguel; Angel-Cuervo, Zaida Mabel; Dávila Rubio, Carlos Alberto; Latorre Méndez, Dany Andrey; Quevedo-Padilla, Laura Bibiana
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.22062

Abstract

Even when proficiency in foreign languages has emerged as a critical skill to foster academic, professional, and personal growth, there remains a notable gap in the literature regarding the relation between language learning strategies (LLS) and communicative competence in English among Colombian high school students. This investigation used an explanatory correlational design to explore the connections between LLS and the communicative competence of 123 eleventh graders within the Colombian context. Data collected employing an inventory and the results of the English section of a standardized test in Colombia were subjected to analysis. The findings suggest that students favor social strategies, whereas affective strategies are used to a lesser extent. Additionally, there is a moderate positive correlation between the overall use of LLS and learners’ communicative competence in English. Particularly, cognitive and metacognitive strategies emerged as the strategies that contribute most significantly to students’ language proficiency. Conversely, memory and affective strategies were found to have the weakest correlation with learners’ language learning success. This study accentuates the importance of strategies-based instruction to boost language proficiency and outlines recommendations for future research.
Language learning strategies of Colombian learners of English as a foreign language Marenco Domínguez, José Miguel; Marín Juanías, José; Molina, Clara
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28739

Abstract

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.
Language learning strategies research in English as foreign language contexts: A systematic literature review Marenco Domínguez, José Miguel; Marín Juanías, José
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21144

Abstract

The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
Co-Authors Angel-Cuervo, Zaida Mabel Dávila Rubio, Carlos Alberto Latorre Méndez, Dany Andrey Marín Juanías, José Molina, Clara Quevedo-Padilla, Laura Bibiana