Annie Chang
Instructor: Dr.Yang
English Achievement
 1. Introduction
 2. Learning strategy
 3. Learning style
 4. The relationship between learning strategy
learning style
 5. Implication For Future Study
and
Introduction
 1. Using explicit goal to help learners improve knowledge
and understanding
 2. the studies tried to find out learners’
A. Preferred learning styles
B. Frequently used learning strategies
C. The relationships of the learners’ learning styles,
strategies
Learning Strategy
A. As “specific actions taken by the learner to make
learning easier, faster, more enjoyable, more selfdirected, more effective, and more transferable to new
situations” Oxford (1990).
B. As thoughts, mental steps, behaviors or operations that
learners use to help them comprehend or learn a new
language.
Strategy Inventory for Language Learning
Category (SILL)
Developed by Oxford (1990) in both learning a new
language and measure learners’ strategy use
Direct Strategies
1. Memory Strategies
2. Cognitive Strategies
3. Compensation Strategies
Indirect Strategies
1. Metacognitive Strategies
2. Affective Strategies
3. Social Strategies
Learning Styles
 Reid (1995) defined learning style as “an individual’s
natural, and preferred way(s) of absorbing, processing,
and retaining new information and skills”
 Brown (2000) asserts that learning styles “serve as
relatively stable indicators of how learners perceive,
interact with, and respond to the learning environment”
(p.114)
Perceptual Learning Style
Preference Category
1. Visual learner
2. Auditory learner
3. Tactile learner
4. Kinesthetic learner
5. Individual learner
6. Group learner
The relationships of the learners’
learning styles and strategies
1. Previous studies showed that students selected certain
strategies more or less according to their own learning
style (Ehrman, Leaver & Oxford, 2003)
2. Rossi-Le’s (1989) found that group learning modality
was positively correlated with social strategies
The previously related finding learning style
preferences
 Reid’s,1987; Rossi-Le’s, 1989; McCormick’s, 2001; Chen,
(2005); Hsu,2007)
1. Early studiers investigating found that the most preferred
learning style was visual rather than group
2. Previous studiers investigating found that the most preferred
group learning style followed by visual, auditory, kinesthetic
and tactile learning modalities
Briefly summarized
Taiwanese elementary, junior high and senior high school
students’ learning preferred learning style was group style to
visual, auditory, kinesthetic, tactile and individual learning
modalities when learning English
The previously related finding learning strategy
used
1. O’Malley et al., (1985a-b), ESL students used more
cognitive but social strategies less used.
2. Oxford and Nyikos (1989) used SILL, to investigate
American college EFL students and used more
compensation and social
3. Yang (1993) used SILL, to investigate Chinese college
students’ used social strategy frequently .
4. Yu (2005) used SILL, to investigate university students :
metacognitive and social strategy were the most
frequently used.
The previously related finding learning
strategy and style
Shakarami and Mardziah(2008 ) used SILL and PLSPQ, to
investigate Malaysia university
A. The finding of PS students frequently used social
strategies and high value for group ,tactile and
kinesthetic styles.
B. The findings of IME students frequently used
metacognitive strategies and high value for individual,
visual style.
The Semi-Structured Interview
Shakarami and Mardziah(2008 )
1. Language anxiety: Most of the students interviewed
reported that they had a feeling of stress and anxiety when
they were speaking in English.
2. Frustration: All the interviewees seemed to be frustrated
about their inability to express themselves in English.
The Semi-Structured Interview
3. Inability to express themselves: IME interviewees were
unable to respond properly in their study or in social
interaction.
4. First language negative impact: PS interviewees reported
that they had all thoughts in Persian and hat they had
problems in understanding of the written and spoken.
Implication For Future Study
1. Applied both quantitative and qualitatively to specify the
strength of learning style preferences , strategy use and
academic achievement
2. To work out clear perspective for future language
teaching planning and curriculum writing and providing
modules for classroom activities and tasks