Abstract
This study aims to highlight the way assessments affect students in making choices between various learning strategies. For the purpose, a sample of Saudi EFL students is selected randomly comprising 60 (female) students of the English Language Institute (ELI), King Abdulaziz University (KAU), Jeddah. The survey is conducted using Oxford’s (1996) ‘The Strategy Inventory for Language Learning’. It is an exploratory–quantitative–interpretive mixed-research design (Grotjahn, 1987) to keep up with the maximum accuracy of the results; leading to the affirmation that assessment do affect the students’ choice of Language Learning Strategies. The collected data is analysed both statistically and descriptively. The results show the frequency of the use of Language learning strategies made by the EFL learners which is moderate to low in regular instructional week. However, a slight increase is witnessed during pre-assessment week. Regarding the individual strategies; cognitive, metacognitive and social strategies rank higher in both, regular and pre-assessment weeks. Thus, formal assessment is found shaping learners’ attitudes towards learning as well as affecting their choice of learning strategies. In addition, students become autonomous language learners to perform well in their formal assessments due to the right use of LLSs. To this end, pedagogical implications and recommendations have been listed stressing upon strategy training for the students and the significant role of the teacher in facilitating the selection and use of strategies by the learners.
This is a preview of subscription content, log in via an institution to check access.
References
Al-Buainain, H. (2010). Language learning strategies employed by English majors at Qatar University: Questions and queries. ASIATIC, 4(2), 92–120.
Alhaisoni, E. (2012). Language learning strategy use of Saudi EFL students in an intensive English learning context. Asian Social Science, 8(13), 1911–2025. https://doi.org/10.5539/ass.v8n13p115.
Al-Otaibi, G. (2004). Language learning strategy use among Saudi EFL students and its relationship to language proficiency level, gender and motivation. Unpublished doctoral dissertation, Indiana University of Pennsylvania.
Boud, D., & Falchikov, N. (2007). Introduction: Assessment for longer term. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp. 3–13). New York: Routledge.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13–24.
Chang, C. H., & Liu, H. J. (2013). Language learning strategy use and language learning motivation of Taiwanese EFL university students. EJFLT: Electronic Journal of Foreign Language Teaching, 10(2), 196–209.
Chang, C. Y., Liu, S. C., & Lee, Y. N. (2007). A study of language learning strategies used by college EFL learners in Taiwan. JMGE: Journal of MingDao General Education, 2, 235–258.
Cheng, H. Y., & Chang, N. Y. (2015). Effects of language learning strategies and learners’ motivation on students’ learning achievement. IJELE: International Journal of English Language Education, 3(2). https://doi.org/10.5296/ijele.v3i2.8276.
Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Addison Wesley Longman.
Dearaúz, O. C. (2009). Language learning strategies and its implications for second language teaching. Revista de Lenguas Modernas, 11, 399–411.
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dornyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge.
Gass, S. M., Behney, J., & Plonsky, L. (2013). Second language acquisition: An introductory course (4th ed.). New York: Routledge.
Grotjahn, R. (1987). On the methodological basis of introspective methods. In C. Faerch & G. Kasper (Eds.), Introspection in second language research (pp. 54–81). Clevedon: Multilingual Matters.
Haken, K., Aydin, A., & Bulent, A. (2015, February). An investigation of undergraduates’ language learning strategies. 7th World conference on educational sciences, (WCES). Symposium conducted at Novotel Athens Convention Center, Athens, Greece. https://doi.org/10.1016/j.sbspro.2015.07.388
Huberty, T. (2010). Test performance and anxiety. Principle Leadership, 10(1), 12–16.
Khalil, A. (2005). Assessment of language learning strategies used by Palestinian EFL learners. Foreign Language Annals, 38(1), 108–119. https://doi.org/10.1111/j.1944-9720.2005.tb02458.x.
O’Malley, J. M., & Chamot, A. U. (1995). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies. What every teacher should know? Boston, MA: Heinle and Heinle.
Oxford, R. L. (1996). Language learning strategies around the world: Cross-cultural perspectives. Honolulu, HI: University of Hawaii Press.
Peng, I. N. (2001). EFL motivation and strategy use among Taiwanese senior high school learners. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993–1038.
Razak, N. Z. A., Ismail, F., Aziz, A. A., & Babikkoi, M.A. (2012). Assessing the use of English language learning strategies among secondary school students in Malaysia. The 8th International conference for specific purpose (LSP) seminar-aligning theoretical knowledge with professional practice. https://doi.org/10.1016/j.sbspro.2012.11.226
Riazi, A. (2007). Language learning strategy use: Perceptions of female Arab English majors. Foreign Language Annals, 40(3), 433–440. https://doi.org/10.1111/j.1944-9720.2007.tb02868.
Wu, K. H. (2010). The relationship between language learners’ anxiety and learning strategy in the CLT classrooms. International Education Studies, 3, 174–191.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Khan, M.R., Khan, M.A. (2018). Analyzing the Impact of Formal Assessments on EFL Learner’s Use of Language Learning Strategies. In: Hidri, S. (eds) Revisiting the Assessment of Second Language Abilities: From Theory to Practice. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-62884-4_24
Download citation
DOI: https://doi.org/10.1007/978-3-319-62884-4_24
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-62883-7
Online ISBN: 978-3-319-62884-4
eBook Packages: EducationEducation (R0)