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Styles and Strategies Interaction among Saudi Adult English as a Foreign Language Learners

Styles and Strategies Interaction among Saudi Adult English as a Foreign Language Learners. Ibrahim Alzahrani October, 2015. Definitions. Style: “an individual’s natural, habitual, and preferred ways(s) of absorbing, processing, and retaining new information and skills” (Reid, 1995, p. viii)

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Styles and Strategies Interaction among Saudi Adult English as a Foreign Language Learners

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  1. Styles and Strategies Interaction among Saudi Adult English as a Foreign Language Learners Ibrahim Alzahrani October, 2015

  2. Definitions • Style: “an individual’s natural, habitual, and preferred ways(s) of absorbing, processing, and retaining new information and skills” (Reid, 1995, p. viii) • Strategies: “activities consciously chosen by learners for the purpose of regulating their own language learning” (Griffiths, 2013, p. 50)

  3. Styles and Strategies • Choice of strategies is significantly affected by style, (Ehrman and Oxford, 1990) • Current millennium witnessed seeing styles and strategies as one entity, (Cohen and Weaver, 2006; Cohen, 2011; Oxford, 2001 & 2011). • Strategies do not operate by themselves, (Cohen, 2011) • Style-stretching enables learners draw on more strategies, (Cohen, 2011)

  4. Study

  5. Styles Adapted from Cohen and Weaver (2006, pp. 13-14)

  6. Strategies

  7. What We Know +: Positive, -: Negative, S: Significant

  8. Subjects’ Styles A: Auditory, E: Extroverted, G: Global, I: Introverted, KT: Kinaesthetic\Tactile, N: Neutral, P: Particular, V: Visual

  9. Used Strategies

  10. Correlation between Styles and Strategies ** Correlation is significant at the 0.01 level (2-tailed). *Correlation is significant at the 0.05 level (2-tailed). PC: Pearson Correlation, S: Sig. (2-tailed), N: Number.

  11. Strategy Users

  12. Results • Majority: Global, Extroverted and Visual learners. • Cognitive strategies are the highest used followed by social, metacognitive and affective strategies. • Metacognitive, cognitive, social, and affective strategies have positive and sometimes significant positive relationship with auditory, particular and extroverted styles. • They have negative and sometimes significant negative relationship with visual and global styles. • Mixture of positive and negative but not significant relationship they have with K\T and introverted styles. • Auditory learners are the most users of strategies and global learners are the least users of strategies.

  13. Implications for Research and Instruction • Teach LLSs to students with different learning styles to enhance knowledge of strategies. • Teachers should provide a variety of exercises and strategies to suit different styles. • Teachers should encourage students stretch their styles to draw on more strategies. • Be cautious when considering relationship between LLSs and learning styles as this relationship is context dependent. • Strategy use is not only affected by learning styles, but also by learning context. Chameleon’s character (Liyanage and Bartlett, 2013)

  14. References Cohen, A. D. (2011) Strategies in learning and using a second language. Harlow: Longman. Cohen, A.D. and Weaver S. J. (2006) Styles and strategies-based instruction: A teachers' guide. Minneapolis: MN: Center of Advanced Research on Language Acquisition, University of Minnesota. Ehrman, M. and Oxford, R. L. (1990) Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74, 311-327. Griffiths, C. (2013) The strategy factor in successful language learning. Bristol, UK: Multilingual Matters. Liyanage, I. and Bartlett, B. (2013) Personality types and languages learning strategies: Chameleons changing colours. System, 41(3), 598-608. Oxford, R. L. (2001) Language learning styles and strategies. In M. Celce-Murcia (ed.) Teaching English as a second language. Boston, MA: Heinle and Heinle, 359-366. Oxford, R. L. (2011) Teaching and researching language learning strategies. Harlow: Longman. Reid, J. M. (1995) Learning styles in the ESL/EFL classroom. NY: Heinle and Heinle. Rossi-Le, L. (1989). Perceptual learning style preferences and their relationship to language learning strategies in adult students of English as a second language. Unpublished doctoral dissertation, Drake University, Des Moines, IA. Shi, C. (2011) A study of the relationship between cognitive styles and learning strategies. Higher Education Studies, 1(1), 20-26.

  15. Thank you

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