The importance of oral English learning has been paid more and more attention from English majors. However, inefficient oral English learning is an outstanding problem for many English majors in English learning. In addition to the linguistic environment, the lack of an effective strategy guide is also one of the key factors causing this problem. In order to figure out whether the use of the language learning strategy is helpful to the English major students’ speaking ability or not, in this study, thirty-five English major students are surveyed by a questionnaire on their oral English learning and strategy use. It is found that most of the students use learning strategies in their oral English learning. What’s more, cognitive strategies, metacognitive strategies, and social strategies are the most useful strategies for students’ oral English. In other words, the use of learning strategies is helpful to college students’ speaking abilities. Therefore, to improve students’ oral proficiency, this paper proposes that teachers should systematically guide students in oral learning strategies, especially in cognitive, metacognitive, and social strategies training.
Keywords: English Learning, English major, language learning strategies, oral English learning strategies
The impact of experiential learning cycle on language learning strategies (Published)
This paper seeks to examine the effectiveness of the experiential learning theory by David Kolb in enhancing language learning strategies in an EFL context. Kolb’s four-stage model enables the learner to learn by experiencing, reflecting, conceptualizing and experimenting. The experimental group were selected through purposive sampling technique and comprised of 60, Undergraduate students registered for a Business programme. A series of tasks were designed to facilitate the development of skills at each stage of the cycle. A pre and post strategy evaluation was done using the SILL (Strategy Inventory for Language Learning) devised by Rebecca Oxford (1990).In addition to the SILL, data were collected through semi-structured interviews and students reflections through reflective learning journals. Findings revealed that there was an extremely significant difference between the pre and post SILL survey results after the period of intervention. It resulted in a rise in strategy use from medium to high. Implications for further research into innovative pedagogical approach that would develop high strategy users are discussed.
Keywords: Curriculum, Experiential learning cycle, language learning strategies, teaching methodology reflection