Still another look at EFL grammar learning strategies: Frequency, semester differences, gender dynamics, and rationale

Wisma Yunita, Gita Mutiara Hati, Arono Arono, John R. Baker

Abstract


Grammar learning strategies (GLS) play a crucial role in successful language acquisition; however, this area remains understudied in the Asian English as a foreign language context. To address this gap, this mixed-methods study explored the English GLS employed by Asian (Indonesian) undergraduate participants (N = 194), examining differences in frequency of use (most and least used), as well as gender, semester, and the rationale for implementation. Participants completed the Grammar Learning Strategies Inventory (GLSI), a 70-item, closed-ended, five-point Likert scale questionnaire, followed by semi-structured interviews. The results indicated that participants were high users of social strategies, followed by metacognitive, cognitive, and affective strategies. The exploration also identified various rationales for the high use of strategies, including understanding and avoiding grammar mistakes, correcting errors, improving grammar usage, sharing knowledge, and enhancing comprehension. In contrast, rationales for the low use of affective strategies included stress hindering focus, lack of motivation, insufficient practice, low confidence, fear of making mistakes, neglect of self-rewards, limited feedback, failure to maintain a learning diary, and infrequent self-reflection. The article concludes by discussing the studys limitations and offering suggestions for further research. These findings enhance the understanding of the social strategies used by English language learners and, consequently, inform pedagogical practices while contributing to the scholarly literature.

Keywords


Grammar Teaching; grammar learning strategies inventory; GLSI; frequency (most and least used)

Full Text:

PDF

References


Abri, A. A. (2017). Grammar learning strategies in Omani EFL classes: type and relation to student proficiency. Journal of Studies in Education, 7(2), 151-166. doi:10.5296/jse.v7i2.10927

Astuti, E, S., & Pusparini, I. (2019). Faktor-faktor yang mempengaruhi speaking performance mahasiswa jurusan pendidikan bahasa Inggris. Jurnal filsafat, sains, teknologi, dan sosial budaya, 25(2), 27-33.

Andrian, A. (2021). Analisis Kesalahan Penulisan Bahasa Inggris EFL. Almufi Jurnal Pendidikan, 1 (1), 30- 37.

Azizmohammadi, F. (2020). On the relationship between EFL learners' grammar learning strategy use and their grammar performance: Learners' gender in focus. Journal of Language Teaching and Research, 11(4), 583-592. http://dx.doi.org/10.17507/jltr.1104.08

Cahyani, R., Abdullah, M. R. T. L., & Komara, C. (2022). The investigation of English grammar learning strategy on high, middle, and low achievers students in Indonesia. ELLTER-J 3 (2)., 54-63. 10.22236/ellter.v3i2.10063

Cohen, A. D., & Pinilla-Herrera, A. (2010). Communicating grammatically: Constructing a learner strategies website for Spanish. In T. Kao & Y. Lin (Eds.), A new look at language teaching and testing: English as subject and vehicle (pp. 63–83). Taipei, Taiwan: The Language Training and Testing Center

Creswell, J. W., & Creswell, D. J. (2023). Research design: Qualitative, quantitative, and mixed method approaches. SAGE.

Dembo, M., & Seli, H. (2016). Motivation and learning strategies for practice. Multilingual Matters.

Donker, A.S., de Boer, H., Kostons, D., Diganth van Ewijk, C.C., van der Werf, M.P.C. (2013). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26. http://dx.doi.org/10.1016/j.edurev.2013.11.002

Fatma, A., & Noviarni, N. (2022). Analisis kecemasan matematis siswa SMA/MA sederajat selama pembelajaran daring. Journal for research in mathematics learning, 5(1), 29-36. http://dx.doi.org/10.24014/juring.v5i1.13241

Fatmawati. (2022). A case study: student's anxiety in learning English at the 7th grade of SMP negeri 3 Muara Bungo. Journal of language education development, 3(2), 1-12. https://doi.org/10.52060/jled.v3i2.829

Go, Y., Zhang, S., & Rahardjanti, T. (2019). Grammar learning strategies applied at the Chinese. Humaniora, 10(1), 13–18. https://doi.org/10.21512/humaniora.v10i1.5163

Holidazia, R., & Rodliyah, R., S. (2020). Students' strategies in English vocabulary learning. Jurnal Penelitian Pendidikan, 20 (1), 111-120.

Horwitz, E.K. (2013). Becoming a language teacher: A practical guide to second language learning and teaching. (2nd ed.). Pearson.

Johnson, R., Bruke, R., & Christensen, L. (2014). Educational Research: Quantitative, Qualitative, and Mixed Approaches. SAGE.

Juniar, R., & Carissa, D. (2020). A survey of grammar learning strategies used by EFL learners in Indonesia. International Journal of Education and Pedagogy, 2(1), 160–171. http://myjms.moe.gov.my/index.php/ijeap

Kadir, Z. R. S. (2020). The Study of Learning Strategies Used by Indonesian EFL Students in Learning English Grammar. Unpublished Masters Thesis, Universitas Islam Malang, Indonesia.

Larsen-Freeman, D. (2013). Saying what we mean: Making a case for language acquisition to become language development. Language Teaching 48, 1–15. doi: 10.1017/S0261444814000019

Miles, M., Huberman, A. M. & Saldana, J. (2018). Qualitative data analysis. (4th ed). SAGE.

Mousavi, K., Alavinia, P., & Gholami, J. (2018). Input-providing vs. Output-prompting negotiation strategies in learning grammar among young EFL learners. International journal of instruction, 11(2), 497-512. https://doi.org/10.12973/iji.2018.11234a

Mulugeta, F., & Bayou, Y. (2019). Grammar learning strategies use of Preparatory school students: gender in focus. The Ethiopian Journal of Education, 39(2), 115–143.

Mulyaningsih, I, E. (2014). The influence of social interaction of family relationship, achievement motivation, and independent learning on learning achievement. Jurnal Pendidikan dan Kebudayaan, 20 (4), 441-451.

Nissa, K., & Putri, J, H. (2021). Peran guru dan strategi dalam meningkatkan partisipasi siswa. Jurnal guru kita, 5(4), 51-58.

Nuraini, E. I. (2020). Investigating grammar learning strategies employed by Freshmen at the University Darussalam of Gontor. International Journal of English Learning and Applied Linguistics, 1(1), 26-43. http://dx.doi.org/10.21111/ijelal.v1i1.5002.

Novi., Serpara, H., & Kunu, G, H. (2022). Persepsi mahasiswa program studi pendidikan bahasa Jerman terhadap pola interaksi dosen di kelas. Journal - Erfolgreicher Deutschunterricht, 2(1), 95-101. https://doi.org/10.30598/J-EDu.2.1.95-101

O'Malley, J. M., & Chamot, A. U. (1995). Learning strategies in second language acquisition. Cambridge University Press.

Oo, W. Y. M. (2018). A gender-based investigation into the Myanmar students' awareness level of grammar learning strategies and its relationship with students' achievement in grammar learning. 2nd International Conference on Burma/Myanmar Studies.

Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235–247. https://doi.org/10.1016/0346-251X(89)90036-5

Oxford, R. L. (1990). Language learning strategies: what every teacher should know. Heinle & Heinle.

Oxford, R. L. (2014). What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory. Studies in Second Language Learning and Teaching, 4(4), 593–615.

Oxford, R. L. (2017). Teaching and researching language learning strategies: self-regulation in context (2nd ed.). Routledge.

Pawlak, M. (2018). Grammar learning strategy inventory (GLSI): Another look. Studies in Second Language Learning and Teaching, 8(2), 351–79. https://doi.org/10.14746/ssllt.2018.8.2.8

Pawlak, M. (2020). Grammar learning strategies as a key to mastering second language grammar: A research agenda. Language Teaching, 53(3), 358-370.doi:10.1017/S0261444819000314

Pawlak, M. (2021). Investigating language learning strategies: Prospects, pitfalls, and challenges. Language Teaching Research, 25(5), 817–835. https://doi.org/10.1177/1362168819876156

Plonsky, L. (2011). Systematic review article: The effectiveness of Second Language Strategy Instruction: A Meta-analysis. Language Learning Research Club University of Michigan. 61, 993–1038. https://doi.org/10.1111/j.1467-9922.2011.00663.x

Purpura, J. (2014). Language learner styles and strategies. In M. Celce-Murcia, D. Brinton, & A. Snow (Eds.), Teaching English as a second or foreign language (4th ed) (pp. 532–549). National Geographic Learning/Cengage.

Savignon, S. J. (2017). Communicative Competence. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1-7). https://doi.org/10.1002/9781118784235.eelt0047

Supakorn, P., Feng, M., & Limmun, W. (2018). Strategies for better learning of English grammar : Chinese vs Thais. English Language Teaching, 11(3), 24–39. https://doi.org/10.5539/elt.v11n3p24.

Tilfarlioğlu, F, Y. (2005). An analysis of the relationship between the use of grammar learning strategies and student achievement at English preparatory classes. Journal of Language and Linguistic Studies, 1(2), 155-169. https://dergipark.org.tr/en/pub/jlls/issue/9922/122806

Williams, M., Mercer, S., & Ryan, S. (2015). Exploring psychology in language learning and teaching. Oxford University Press.

Wulandari, A, P., & Sumarwati. (2019). Pemberian corrective feedback dalam pembimbingan menulis karya ilmiah pada siswa SMA. Pena: Jurnal Pendidikan Bahasa dan Sastra, 9(2), 11-31. https://doi.org/10.22437/pena.v9i2.8129

Yulia, Y., Guslina, L., & Kusuma, A. (2022). Pengaruh umpan balik terhadap kemampuan berpikir kritis mahasiswa: sebuah studi kasus. Seminar nasional 100 tahun Tamansiswa, 80-83.

Yu, M. & Xu, J. (2020). The Practice Strategy for Adaptive Chinese Grammar Learning System. The 15th International Conference on Computer Science & Education (ICCSE 2020). 18-20. 770-773. doi: 10.1109/ICCSE49874.2020.9201622.

Yu, M. & Xu, J. (2020). The practice strategy for adaptive Chinese grammar learning system. 15th International Conference on Computer Science & Education (ICCSE), Delft, Netherlands, 770-773, doi: 10.1109/ICCSE49874.2020.9201622.

Yunita, W. (2014). Out-of-class peer group discussion in learning basic English grammar and its impact on the students' grammatical knowledge. Proceedings of ISELT English Department, FBS Universitas Negeri Padang. 2. 469- 474.

Yunita, W., Emzir, E., & Mayuni, I. (2018). Needs analysis for English grammar learning model from students' perspectives. English Review: Journal of English Education, 6(2), 85. https://doi.org/10.25134/erjee.v6i2.1258.

Zarrinabadi, N., Rezazadeh, M., & Chehrazi, A. (2021). The links between grammar learning strategies and language mindsets among L2 and L3 learners: Examining the role of gender. International Journal of Multilingualism, 20(2), 347-364. https://doi.org/10.1080/14790718.2020.1871356

Zarrinabadi, N., Rezazadeh, M., & Chehrazi, A. (2023). The links between grammar learning strategies and language mindsets among L2 and L3 learners: Examining the role of gender. International Journal of Multilingualism, 20(2), 347-364. https://doi.org/10.1080/14790718.2020.1871356

Zekrati, S. (2017). The relationship between grammar learning strategy use and language achievement of Iranian high school EFL learners. Indonesian EFL Journal, 3(2), 129–138. https://doi.org/10.25134/ieflj.v3i2.660.

Zhou, Z. (2017). Investigating the English grammar learning strategy of high school students in China. Theory and Practice in Language Studies, 7(12), 1243-1248. http://dx.doi.org/10.17507/tpls.0712.11




DOI: https://doi.org/10.24815/siele.v12i3.40384

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats