Language-Learning Strategies and English as a Second Language - Case Study Example

A Case Study of an ESL Learner Name Institution A Case Study of an ESL Learner Abstract The main aim of the study is to examine ESL (English as a Second Language) learner’s experiences with reference to acquisition, evaluation, and expression of information. This is through evaluation of the key language learning strategies vital in the execution of writing tasks by students taking English as a Second Language. In order to succeed in the achievement of their goals and objectives, ESL learners have the obligation and tendency of using language-learning strategies. Language-learning strategies are individuals’ approaches to learning and exploiting information to solve various problems or tasks. In the execution of this research, a case study was applied to enhance the collection and analysis of research findings. This is through using Abdullah to represent students taking English as a second language to facilitate their communication rather than using Arabic language. According to the findings of this research, students use various language learning strategies with the aim of acquiring, comprehending, and expressing what they have learnt in the pursuit of knowledge. Some of the critical strategies evident in the execution of the writing task in this case study include meta-cognitive, social and affective strategies, cognitive techniques, and self-reinforcement. Keywords: ESL, Meta-cognitive, Cognitive, Social and Affective, Language Learning Strategies (LLS), and Self-reinforcement Table of Contents Abstract 2 Table of Contents 3 Introduction 4 Literature Review 5 Writing 5 Participant’s Profile 6 Participant’s Socio-cultural background & demographic variables 6 Importance of identifying second/foreign language learners’ choice and use of LLSs 7 Methodology 7 Method of Data Collection 8 Data Analysis 9 Findings 9 Discussion 11 Language Learning Strategies 11 Social Affective Strategies/Self-talk/self-reinforcement 12 Meta-cognitive Strategies 13 Cognitive Strategies 14 Conclusion 14 References 16 Introduction Learning involves various strategies vital in acquisition, evaluation, and expression of various concepts. Learning becomes a problem or challenge to the individuals studying English as second language or international language. Individuals studying English as a Second Language are called ESL learners. In order to succeed in the achievement of their goals and objectives, ESL learners have the obligation and tendency of using language-learning strategies. Language-learning strategies are individuals’ approaches to learning and exploiting information to solve various problems or tasks. Better language-learning strategies imply success in executing reading, writing, and presenting tasks. One of the critical language-learning strategies is the concept of meta-cognitive. This refers to automatic awareness of the learner of their own knowledge as well as his or her ability to understand, control, and manipulate their own cognitive processes. Other relevant strategies include social affect (vital in clarification of the choice of language in relation to cultural context) and cognitive approach enabling the brain to initiate learning. This research focuses on utilizing a case study design with the aim of analyzing the essence of ESL and vital language learning strategies. According to the interview of the case participants, meta-cognitive and social affect language-learning strategies were vital in the execution of the writing task. The research presents an extensive literature review on existing theoretical concepts in relation to ESL learners and strategies they use to acquire, evaluate, and express information. In addition, the research presents the case study research methodology and data analysis prior to illustration of the key findings of the research process as well as extensive discussion of key concepts in the study. Literature Review Learning strategies refer to approaches employed by students to facilitate their understanding of information as well as solving their problems. This indicates that learning strategy is a person’s approach to learning and utilizing information. Research indicates that integration of effective and efficient learning strategies is critical in the achievement of success of the students in various learning institutions. Learning strategies are critical in acquisition, evaluation, and expression of information in the form of writing sentences as well as paragraphs. Writing Writing comes out as a complex concept in the pursuit of knowledge. This is because of the tendency of combining aspects of stylistic, linguistic, and discourse-related elements with the aim of making meaningful sentences. Unlike spoken interaction, the writing process has greater demands because of lack of substantive and immediate feedback with the aim of guiding the writer. According to Brand (2013), learners need to adopt and implement different strategies with the aim of handling writing complexities. Teaching writing to ESL and EFL learners possesses diverse challenges. Individual’s first language or native language has great impact on the learners’ writing in English course (Li-Shih Huang, 2010). It is always appropriate for the English teachers to study relevant information in relation to their students’ first or native languages. This is vital in understanding the reasons why such students keep making certain mistakes in the course of executing writing tasks. Some of the critical challenges in writing by learners in the ESL and EFL program include redundancy, run-on sentences, punctuation, writing organization, and Arabish in the context of this case study (Laura, 2007). Participant’s Profile The participant (Abdullah) is a 24-year-old man with Arabic background as the native language. Being Arabic, Abdullah practices Islamic religion. Abdullah has studied the English language as a second or foreign language since the age of 13 making it eleven years since he encountered the language in his studies. In the eleven years, he has been taking English class for four hours a week. Participant’s Socio-cultural background & demographic variables Arabic students on the ESL or EFL programs face various problems in English language learning because of socio-cultural differences and demographic issues. Some of the serious problems encountered by Arab students include listening, speaking, reading, and writing. One of the critical reasons for facing such obstacles is the fact that English is not the native language or mother tongue of the Arab ESL and EFL learners (Jdetawy, 2011). In addition, Arab learners integrate Arabic as their formal language communication making it difficult to grasp English concepts in the ESL programs. Moreover, Arab students lack target language exposure as spoken by the native speakers (Jdetawy, 2011). In most cases, such students prefer to use Arabic language in EFL and ESL classrooms rather than English to communicate or contribute to various discussion sessions. Another issue that generates diversity in ESL and EFL programs for the Arab students relates to lack as well as weakness in the input of their language teaching context and background. Some of the Arab students also lack personal motivation to succeed in the EFL and ESL programs. Challenges also emanate from the differences in the English language curricula applied by diverse academic institutions (Shmais, 2003). These curricula are sometimes weak or inappropriate towards addressing the EFL and ESL needs of the Arab students such as Abdullah in this case study (Jdetawy, 2011). Arabic-speaking learners tend to use different language learning strategies with the aim of improving their grasping of the English language in relation to ESL and EFL programs (Ellis, 1994). In most cases, Arab students with upper-intermediate proficiency level utilize meta-cognitive and social strategies (Griffiths & Parr, 2001). On the other hand, intermediate learners focus on exploiting compensation, cognitive, and affective learning strategies with the aim of improving their grasping of the English language (Alptekin, 2007, Claude, 1995). According to Ilana (2012) and Machida (2008), translation of L1-L2 in grammar tests is also appropriate in teaching ESL programs. Importance of identifying second/foreign language learners’ choice and use of LLSs Investigation and identification of how second language learners integrate language learning strategies (LLS) are valuable because of various reasons. Firstly, this approach is vital in improving the skills of the learners undertaking second language. In addition, it enhances the ability of the investigator to identify their proficiency level as well as weak areas. Researchers and English teachers have the opportunity to utilize this information to design appropriate activities and teaching techniques. According to Chamot (2001), applied studies in relation to learning strategies contribute toward identification of differences between learners’ proficiency levels. This is critical in the development of appropriate mechanisms with the aim of enhancing performance of less successful learners in the study of English. Methodology The participant (Abdullah) is a 24-year-old man with Arabic background as the native language. Being Arabic, Abdullah practices Islamic religion. Abdullah has studied the English language as a second or foreign language since the age of 13 making it eleven years since he encountered the language in his studies. In the eleven years, he has been taking English class for four hours a week. Recently, Abdullah started his university encounter in the context of Australia. Being an international student, Abdullah had two options in order to gain entrance into the university: taking an IELS test or a language course. Abdullah attended Griffith University Language Institute to gain access into the University. In addition, he obtained an opportunity to commence his diploma course at Queensland Institute of Business and Technology (QIBT). Abdullah also completed a diploma course in hotel management in the context of Australia. Following his graduation, he is taking part in his bachelor of event management course at Griffith University in Australia. This proficiency level indicates that the participant is in the upper-intermediate level with reference to studying English as a Second Language. Method of Data Collection The main objective of this research was to evaluate the concept of learning strategies adopted and integrated by the participant towards the achievement of the goals and objectives of writing task. In order to achieve this objective, the research was developed in the form of a case study. Data collection method was done in four critical stages: development of the writing task, execution of the writing task, development of interview questions, and execution of the interview as well as recording of the findings. The case participant was Abdullah an international student with Arabic background. I developed a writing task for the participant to complete. The main objective was to understand learning strategies implemented by the participant to execute the writing task. In the course of doing this, I executed an interview concerning the component of the writing task. Abdullah participated in this interview, which necessitated the collection of data for the completion of this research. Data Analysis The research implemented various qualitative research analysis techniques. In the first aspect, the researched analyzed the interview findings using content analysis technique. This analysis technique is vital in the analysis of semi-structured as well as cognitive testing interviews like in the case of writing task with reference to this case study. In addition, the analysis focused on relating response of the participants to the existing theoretical and concepts in relation to learning strategies concerning ESL learners. Findings According to the execution of the interview, the participant noted that he uses the strategy of meta-cognitive or the concept of organizational planning in order to decide on what to write about in the course of completing the writing task. Another critical finding is the fact that the participant was worried about his writing quality, grammar, and the influence of his writing while addressing each of the writing instructions. Being an ESL, I also noted certain characteristics during his writing such as constant interaction to help him read whatever he had written. The participant expressed good gesture in participating in this case study with the aim of facilitating the completion of the research effectively and efficiently. In the course of completing the writing task, the participant organized his ideas in his mind, selected the most essential things, and drew a small map like the main topic as well as relevant actions about the writing task. Moreover, the participant sought to use the prepared electronic diary to facilitate his evaluation of what he was not sure about such as spelling as well as meaning of the term or word in question. The participant also felt anxious in the course of completing the writing task. Findings Tables Strategy Use What the learner does Strategy Type Strategy Definition Instance Comments “I read the question and thought about how to handle it” Meta-cognitive Advance Organizer “I used the dictionary to look for words I do not know their meaning and spelling’ Selective Attention “I start working on the easy part of the assignment before moving the most difficult parts” Self-Management “I always go back to the beginning of the task to check for any grammar and spelling mistakes” Self-Monitoring “I think I did my best in this assignment” Self-Evaluation “I tend to read over and over again on the sentence to make sure I do not make any mistake” Cognitive Repetition “I feel free to ask my friends with Arabic background for effective translation of the question” Translation “I prefer doing assignments with my friends” Social Affective Cooperation “I tend to whisper while doing the assignment to make sure that it feels right while I am reading it” Self Talk “I feel free to ask for help whenever I do not get the concept” Questioning for Clarification Discussion Language Learning Strategies Language Learning Strategies (LLS) refer to the approaches by teachers to facilitate the ability of the students learning English or any Language as their second or international language. These strategies constitute special thoughts and behaviours facilitating the ability of an individual to comprehend, learn, and retain new information with reference to acquiring knowledge about a second language in the international context. The success of such student will depend on the effectiveness and efficiency of the learning strategies toward the achievement of the goals and objectives of the course. Like in this case study, such students have diverse cultural as well as linguistic backgrounds. There is close relationship between language strategy use and second language proficiency. In most cases, international students focus on the use of meta-cognitive language learning strategy while utilizing affective as well as memory strategies in capturing the concepts of the vital language of communication. In addition, female students tend to utilize the affective and social strategies more frequently in comparison to their male counterparts. It is ideal to note that the language learning strategies determine the level of success or proficiency in the case of learning English as a Second Language (Kyungsim & Alexandra, 2006). This was evident in this course of this case study as the research participant demonstrated his level of proficiency in mastering the English language. Meta-cognitive and social affective strategies in his organization as well as execution of the writing task instructions in the course of completing the case study. Language learning strategies have various objectives in aiding learning of the students. One of the critical objectives of the learning strategies is to aid accessibility of information by the international students. In addition, such students have the opportunity to utilize the strategies toward developing problem-solving techniques as well as promotion of retention of newly learned information (Jooneghani et al, 2012). Students also have the perfect opportunity to utilize the strategies in making substantive connections between what they know, and what they are learning in the course of executing various tasks. Social Affective Strategies/Self-talk/self-reinforcement One of the common language learning strategies in the course of this research is the concept of social affective strategy. In the process of completing the writing task, the participant expressed elements of anxiety because of his proficiency level in studying the English language as a second language having been attached to the Arabic language as the main mode of communication (Mitchell, 2013). Social and affective learning strategies have massive influence on the learning process of the international students learning English as their second language. Students use these learning strategies to enhance their learning process through interaction with each other. This is mainly applicable in clarification of the main or confusing points in the course of completing a reading or writing task. In addition, social and affective strategies are also vital when students participate in the group discussions or cooperative learning groups with the aim of developing a solution to diverse problems. In this research case study, Abdullah integrated this concept or strategy in order to achieve lower anxiety levels thus reduction of the level of stresses in the course of handling language writing tasks. This is through constant reminder of the self-goals, progress made (Paul, 2013), and available resources in the completion of the task. In most cases, student use this strategy through asking for help, clarification, confirmation, and requesting for assistance. Other aspect of the social and affective learning strategies in the course of handling this research case study include self-talk and self-reinforcement with the aim of reducing stress levels. Some of the techniques available in this context include cooperation, self-talk, and questioning for clarification in relation to unclear concepts. Meta-cognitive Strategies Meta-cognitive strategy relates to the ability of the learner to match thinking and problem solving strategies or techniques in relation to handling a particular or specific learning situation. In addition, meta-cognitive learning strategies are also vital in the clarification of purposes of learning, monitoring one’s ability to comprehend through the concept of self-questioning, and taking or integrating corrective active in case of understanding failure (Yusri et al, 2013). In teaching English as a Second Language, teachers use meta-cognitive strategy to offer explicit instructions to the students on specific concepts in the acquisition, retention, and expression of learned information. In the context of this case study, the participant utilized meta-cognitive strategy with the aim of executing the writing assignment. This was to express what he had learnt to address the issue of writing. Meta-cognitive strategies are vital in enhancing the ability of the student to think about or memorize what they have learnt about the second language. The strategies are memorable as well as accurate in representing the learning task. Moreover, Abdullah was able to utilize this strategy in order to organize and select his main topics in the execution of the instructions of the writing tasks. Most students use meta-cognitive learning strategy with the aim of understanding and implementing various concepts to solve particular problems in the course of their learning English as a Second Language. Some of the techniques evident in the execution of the writing task include self-evaluation, self-management, advance organization, self-monitoring, and self-attention. Cognitive Strategies Cognitive strategies are learning techniques closely or directly related to the learning tasks. In most cases, students or learners use cognitive strategies in order to manipulate the material to be learned through mental and physical action (Yusri et al, 2013). Learners also use this cognitive strategy to handle specific technique in a learning task. Cognitive learning strategies are vital learning tools in aiding the ability of the students to develop problem-solving technique through a series of steps. In its simplest illustration, cognitive refers to mind. Cognitive strategies are vital in enhancing effectiveness and efficiency of the students or learners in the course of addressing key learning instructions. This is through accessing and combining information with the aim of generating questions to comprehend what they have read in the course of their pursuit for knowledge. This indicates that cognitive strategies are vital in bridging the gap between the student and the learnt content or skill. In addition to these concepts, the student uses elements of repetition and translation to make sure he understands the essential concepts and instructions of various assignments. Conclusion International students learning English as their second language (ESL learners) face various problems in reading, writing, and presentation of what they have learnt because of various reasons. Some of the reasons include influence from the native language, diverse cultural backgrounds, and ineffective learning strategies. Learning strategies are vital in enhancing the ability of the students to acquire, comprehend, and express what they have learned. Some of the key learning strategies, evident in this case study include meta-cognitive, social and affective, cognitive, selective organization, self-talk, and self-reinforcement. 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