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20230718T083020230718T1615Europe/Amsterdam[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation100 % Online sessionAILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Towards a Better Understanding of SI Dynamics: Results from a Qualitative Study
Oral Presentation[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
This talk will start with a brief review of strategy instruction (SI) studies and their limitations, especially large-scale quantitative studies using an experimental-control design which tend to yield a macro-level picture of SI. Then, we will describe a study demonstrating how qualitative methods using verbal report and observational techniques can assist researchers in obtaining details about the actual interactions between the providers of the SI and the recipients. In an effort to help language teachers better understand the dynamics of SI, participants will assume two different roles, as provider of SI and as recipient, with the focus of the SI being on fine-tuning comprehension and production of advanced academic vocabulary. Qualitative data will be collected from 10 pre-service teachers in both of their roles so that they are engaged at a meaningful level experientially. The intention is for the participants to better understand the processes of SI involved at the micro level. Follow-up interviews will be conducted with the teachers regarding their perception of strategy use from both perspectives. The talk will provide insights into the dynamics of hands-on SI and pedagogical implications for individualized approaches to its implementation.
It will be provided upon request.
Presenters Isobel Kaihui Wang Lecturer In Language Education , University Of EdinburghAndrew D Cohen Semi-Retired, Prof. Emeritus, University Of Minnesota
Developmental complexities in self-regulation strategy writing instruction: A synergy theoretical perspective with multiple approaches
Oral Presentation[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
This study adopted multiple approaches to examining the diachronic development trajectories of L2 learners' strategic regulation behavior and its interactions with affective and social conditions in the course of self-regulation strategy instruction. A longitudinal case study was conducted with four participants who have received self-regulated learning (SRL) strategy writing instruction spanning 16 weeks. They were invited to complete a comprehensive array of measures to elicit the aptitude-related SRL (self-report questionnaires) and the event-related SRL (reflective journals, micro-analysis, and stimulated recall). Findings together revealed that those EFL students demonstrated adaptive characteristics of strategic behavior across the forethought, performance, and reflection stages of self-regulatory processes. In addition, teachers' scaffolded, individualized mediation and peers' interactions play pivotal roles in promoting learners' strategic development from co-regulated learners to self-regulated learners. It is also evident that students' strategic learning and affective changes were mediated by artifacts and social relationships during the instruction. Robust multiple measures in a longitudinal period reveal the complex, interactive development of students' strategic learning behavior with the enactment of regulatory and learning strategies. The validity of using multiple approaches to assess student strategic behavior reflects the dynamic, contextual-specific nature of SRL.
As a core concept in educational psychology, self-regulated learning (SRL) describes how learners systematically activate and sustain cognition, motivation, behavior, and affect towards the attainment of their goals in learning processes (Zimmerman & Schunk, 2011). There is mounting evidence that incorporating SRL processes as both a method and an outcome into domain-specific instruction in formal educational environments to cultivate active learners with better academic outcomes (e.g., Ardasheva et al., 2017; Rose et al., 2018; Schunk & Greene, 2018). Given the dynamic, situated, and recursive features of SRL, scholars have pointed out the urgency to investigate the state and event characteristics of SRL from multiple perspectives and measures (Teng & Zhang, 2022). In recent years, there have been signs of a burgeoning interest in infusing SRL principles into second/foreign language (L2) with a focus on learning strategies. This study adopted multiple assessment approaches to examine the diachronic development trajectories of L2 learners' strategic regulation behavior and its interactions with affective and social conditions in the course of self-regulation strategy instruction. A longitudinal case study was conducted with four participants who have received SRL strategy writing instruction spanning 16 weeks. They were invited to complete a comprehensive array of measures to elicit the aptitude-related SRL (self-report questionnaires) and the event-related SRL (reflective journals, micro-analysis, and stimulated recall). Findings together revealed that those EFL students demonstrated adaptive characteristics of strategic behavior across the forethought, performance, and reflection stages of self-regulatory processes. In addition, teachers' scaffolded, individualized mediation and peers' interactions play pivotal roles in promoting learners' strategic development from co-regulated learners to self-regulated learners. It is also evident that students' strategic learning and affective changes were mediated by artifacts and social relationships during the instruction. Robust multiple measures in a longitudinal period reveal the complex, interactive development of students' strategic learning behavior with the enactment of regulatory and learning strategies. The validity of using multiple approaches to assess student strategic behavior reflects the dynamic, contextual-specific nature of SRL.
References Ardasheva, Y., Wang, Z., Adesope, O. O., & Valentine, J. C. (2017). Exploring effectiveness and moderators of language learning strategy instruction on second language and self-regulated learning outcomes. Review of Educational Research, 87(3), 544–582.https://doi.org/10.3102/0034654316689135. Rose, H., Briggs, J. G., Boggs, J. A., Sergio, L, & Ivanova-Slavianskaia, N. (2018). A systematic review of language learner strategy research in the face of self-regulation. System,72, 151–163.https://doi.org/10.1016/j.system.2017.12.002. Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance (2nd ed.). In D. H. Schunk, & J. A. Greene. Handbook of self-regulation of learning and performance. New York, NY: Routledge. Teng, L. S. & Zhang, J. L. (2022). Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions.Applied Linguistics. https://doi.org/10.1093/applin/amab032. Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). New York, NY: Routledge.
Strategic feedback loop in writing conferences: A content analysis of L2 learners’ reflection
Oral Presentation[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
A writing conference is a one-on-one consulting session aimed at improving academic papers of novice writers. Second language (L2) writers often meet with their tutors or teachers to plan and revise their papers. The meaningfulness of conferences has been widely studied in L2 writing research, examining text revision and participation changes (e.g., Ewert, 2009; Young & Miller, 2004). Not much attention has been paid to how learners reflect on their conferences and how such reflective activities influence their writing development. In general writing contexts, however, several researchers in educational psychology have claimed that reflection plays an important role for writers to decide how to utilize feedback in their ongoing and future writing (e.g., Van den Boom et al., 2007; Chularut & DeBacker, 2004). Among those, Zimmerman and Risemberg (1997) explained that conferences expose learners to a "strategic feedback loop," consisting of planning, performance, feedback, and reflection. To explore this loop further in L2 context, this paper studied L2 learners' post-conference reflection. As part of a large research project, the researcher observed writing conferences with 33 pairs of L2 English learners and their tutors over a semester in a college-level English for Academic Purposes program in the United States. Conferences were video-recorded, and within one week after each session, playback interviews were held with each learner. Using transcripts of interview comments, a qualitative content analysis was conducted to explore themes and issues discussed. The analysis revealed that the learners felt they adjusted their revision plans and goals by negotiating feedback with their tutors, practiced various writing strategies, and learned additional strategies. The research process of talking with the researcher using video data also helped to decide how to participate in future conferences. Implications regarding the role of reflective activities in training L2 learners as effective users of writing conferences are presented. References Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29(3), 248–263. Ewert, D. E. (2009). L2 writing conferences: Investigating teacher talk. Journal of Second Language Writing, 18(4), 251–269. Van den Boom, G., Paas, F., & Van Merriënboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17(5), 532–548. Young, R. F., & Miller, E. R. (2004). Learning as changing participation: Discourse roles in ESL writing conferences. Modern Language Journal, 88(4), 519–535. Zimmerman, B. J., & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic learning and motivation (pp. 105–125). San Diego, CA: Academic Press.
How do learner values impact self-regulated foreign language learning?
Oral Presentation[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
Self-regulated learning (SRL), which follows a cyclical process of forethought, performance, and self-reflection, is activated by self-motivation beliefs (Zimmerman & Schunk, 2008). Of the self-motivation beliefs, the importance of value to self-regulated L2 learning has not been fully examined. No matter how much self-efficacy is present, if no value is found in the targeted learning, SRL strategies will not be activated. To explore the role of value in self-regulated L2 learning, this study will adopt the framework of expectancy–value theory. According to this theory, motivation is the result of the multiplication of expectations and four values: achievement, interest, utility, and cost. Cost negatively influences learning and may be key to whether self-regulated L2 learning is achieved. However, the relationship between cost and SRL has rarely been examined in language learning research. Furthermore, the proposed study will add the perspectives of task-endogenous (e.g., social desirability) and task-exogenous (e.g., reward and ego) values (Kage, 2013), so as not to exclude aspects of value that have not been accounted for in expectancy–value theory. Through qualitative narrative research, this study will identify learner value forms multifacetedly and clarify their relationships to SRL strategies. The study will be conducted during the fall semester of 2022. Approximately 15 first- and second-year Japanese undergraduates will be recruited. Semi-structured interviews and role-plays will be used to collect data, with two sessions scheduled for each participant. The first session will collect data on the participant's past language learning autobiography and current English language learning as a university student. It will also focus on expectations and values, asking questions about the following: what expectations the participants have of L2 learning (expectancy); what is important in L2 learning and why they have come to value it (value); and what prevents them from learning L2 and what they do not find meaningful in learning (cost). The second session will consist of role-playing and confirming the researcher's interpretation of the obtained data. The role-plays will involve four English learning situations (i.e., homework, in-class assignment, private exam preparation, and personal growth) in which participants will be asked to demonstrate how they would plan and perform while learning English. These data will be evaluated using qualitative inductive thematic analysis to explore how the characteristics of positive and negative values in learning converge, and how the relationship between values and expectations influences self-regulated L2 learning. This will allow for a comprehensive understanding of the value of English language learning and provide a new perspective on the antecedents of SRL.
References Kage, M. (2013). Gakushu iyoku no riron: doukizuke no kyouikushinrigaku [Theory of willingness to learn: Educational psychology of motivation]. Kanekoshobo. Zimmerman, B. J., & Schunk, D. H. (2008). An essential dimension of self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications, (pp. 1–30). Routledge.
Learning behind the scene: A longitudinal qualitative study of students’ self-regulated listening during transition to an English-medium transnational university in China
Oral Presentation[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
Recent research has suggested that when transitioning to English medium instruction (EMI) tertiary education, students from L1-medium secondary schools may develop strong autonomy and strategically regulate their English learning to handle the challenges of listening to academic content in English (Ding & Stapleton, 2016; Macaro et al., 2019). Thus far, however, rare studies have adopted a self-regulated learning (SRL) framework to systematically investigate these learning processes during the critical transition period. Drawing on Zimmerman's (2000) three-phase social cognitive SRL framework, the present study interviewed 34 students at the beginning, halfway, and the end of their first semester at an EMI transnational university in southeast China to investigate how they initiated, planned, implemented and evaluated their learning for English listening. Thematic content analyses highlight the midterm as a 'watershed' moment, when students diverged in their goal setting and planning of listening practice driven by different learning needs (forethought), and adjusted their practice methods and materials (performance). Decelerated progress in listening was perceived after the midterm, accompanied by both adaptive and defensive measures for future learning (self-reflection). The study highlights the importance to embed self-regulatory skill training sessions into EMI language support programmes during the transition period.
L2 research drawing on a self-regulated learning (SRL) framework during the past two decades has been dominated by quantitative research, usually involving the development of SRL measurements (e.g., Mizumoto & Takeuchi, 2012; Teng & Zhang, 2016; Tseng et al., 2006), or exploring the role of learner variables in SRL processes (e.g., Bai & Wang, 2021). There is a dire need of qualitative research exploring the reasons underpinning students' self-regulatory behaviours, and whether and how different SRL processes are interrelated. Further, most SRL research has focused primarily on L2 vocabulary learning (e.g., Mizumoto & Takeuchi, 2012; Tseng et al., 2006) and writing (e.g., Bai & Wang, 2021; Teng & Zhang, 2016), while listening remains an under-explored area (Teng & Zhang, 2021). To address these gaps in research, the present study adopts a longitudinal qualitative design to explore how students initiated and regulated their learning for English listening during the first semester at an EMI transnational university in southeast China.
Further, in EMI research, despite recent scholarly attention to the autonomous and strategic learning of students during transition from L1-medium secondary schools to EMI tertiary education (e.g., Ding & Stapleton, 2016; Macaro et al., 2019), research drawing on an SRL framework to explore this issue remains scarce. The focus of investigation is also rather widespread, lacking in-depth examination of learning a particular English skill such as listening. As such, the present study draws on Zimmerman's (2000) three-phase cyclical social cognitive SRL framework to systematically explore how students self-regulated their listening practice in the face of the challenging task of comprehending English-taught classes during their very first experiences studying in an EMI transnational programme.
References
Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 136216882093319. Ding, F., & Stapleton, P. (2016). Walking like a toddler: Students' autonomy development in English during cross-border transitions. System, 59, 12-28. Macaro, E., Baffoe-djan, J., Rose, H., Sabato, B., Hughes, B., Cuccurullo, D. (2019). Transition from secondary school CLIL to EMI at university: Initial evidence from research in Italy. British Council. Mizumoto, A., & Takeuchi, O. (2012). Adaptation and validation of self-regulating capacity in vocabulary learning scale. Applied Linguistics, 33(1), 83-91. Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models of self-regulated learning strategies. The Modern Language Journal, 100(3), 674-701. Teng, L. S., & Zhang, L. J. (2021). Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions. Applied Linguistics (Advanced Access), 1-6. Tseng, W., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeider (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, Calif.
Presenters Sihan Zhou Assistant Professor, The Chinese University Of Hong Kong
Constructing a taxonomy of listening strategies in the EMI classroom
Oral Presentation[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
Listening used to be regarded as the 'Cinderella' skill (Vandergrift, 1997) because of the lack of research attention compared to the other three skills – reading, writing, and speaking. While the recent two decades have seen more research attention on listening strategies, these studies tend to investigate listening to audio recordings, leaving the much more prevalent task of listening to the teacher input in the classroom underexplored. We problematise the lack of listening strategy research particularly in the English Medium Instruction (EMI) classroom because students learn content subjects through their less familiar language – second language (L2) English. Together with the well-documented findings that the classroom interaction in EMI is dominated by teacher talk, it is essential to examine how learners process and comprehend the EMI teacher input using listening strategies. This study recruited an EMI class of Grade 11 Biology in Hong Kong. A unit of six lessons was observed and videotaped, and the lesson videos were subsequently used in stimulated recall interviews to elicit from students their strategy use. Using thematic content analysis with a combination of deductive and inductive approaches, a listening strategy taxonomy was created. The taxonomy included some strategies identified in previous research (Vandergrift & Goh, 2012; Fung & Macaro, 2021), as well as some novel strategies (e.g., division of terminology, which was particularly relevant for words with multiple morphemes in Biology). The taxonomy also contained an additional feature – that some cognitive strategies were content-mediated and some language-mediated – mirroring the dual goal of both content and language learning in EMI. In addition, through comparing the strategies employed by four students who were purposefully selected based on their levels of linguistic knowledge and Biology achievement, the findings indicated that students who would deploy a range of language-mediated, content-mediated, and metacognitive strategies in combination yield better comprehension. This strategy combination or clustering is also deemed effective in previous research (e.g., Graham & Santos, 2015), and could assist students with a lower level of linguistic knowledge in overcoming language barriers to comprehend teachers' explanations of content knowledge. This paper ends with implications for future research and pedagogy. We would call for more research to be devoted to this important context of listening to the teacher input, contributing to making the taxonomy that we have proposed more comprehensive. We also recommend that teachers be aware of the potential of strategies in facilitating students' comprehension. EMI teachers can play a vital role in prompting students to employ strategies in arriving at an understanding because of the interactive nature of teacher input and student uptake in the classroom.
References Fung, D., & Macaro, E. (2021). Exploring the relationship between linguistic knowledge and strategy use in listening comprehension. Language Teaching Research, 25(4), 540-564. Graham, S., & Santos, D. (2015). Strategies for second language listening. Palgrave Macmillan. Vandergrift, L. (1997). The Cinderella of Communication Strategies: Reception Strategies in Interactive Listening. The Modern Language Journal, 81(4), 494-505. Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening. Routledge.
Structure and agency in the narratives of adult migrants' language learning strategies: perspectives from Norway
Oral Presentation[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
Learning the host country's language(s), a necessary step toward social and professional inclusion, is often regarded as a challenging task for migrants. Moreover, the language learning process, including learning strategies, depends heavily on the sociocultural context in which migrants are situated (Gao & Hu, 2020; Thomas et al., 2022). Do all migrants have the same conditions and opportunities to learn the host country's language(s)? In the lack or absence of learning access, what strategies do migrants resort to?
The study presented in this paper is part of a larger project in which the language practices and language learning experiences of highly educated Indonesians in Norway are examined through a variety of methods and theoretical frameworks. Following the social turn in second language learning research, the present study aims to investigate how social context influences migrants' strategies and sources of regulation in learning Norwegian. The data was collected through a mixed-method qualitative approach consisting of sequential in-depths interviews, language diary, and focus group discussions with four focal participants who recently moved to Norway. Based on the investment model (Darvin & Norton, 2015), participants' narratives of their reported language learning strategies are analyzed in relation to language ideology, identity, and capital in their language learning experience.
The findings from this study suggest an entanglement between structural and agentive factors in the participants' language learning strategies. Migrant learners' ideal learning strategies are influenced by their language ideologies. However, different structural conditions, such as migration status and the pandemic situation, have a considerable impact on their learning opportunities, and consequently, on why and how they end up using certain learning strategies but not others. Migrants' social and economic capital and social identities such as gender, race/ethnicity, and class, also play an important role in the (in)ability to access various learning resources such as artefacts and the target language communities (Gao & Hu, 2020).
By analyzing migrant learners' narratives, this study provides a more enriched, nuanced, and learner-centered understanding of language learning strategies and sources of regulation in the context of migration in the globalized world. This study also contributes new insights into the use of learning strategies of other languages than English by adult migrant learners inside and beyond the classroom.
References: Darvin, R., & Norton, B. (2015). Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics, 35, 36–56. https://doi.org/10.1017/S0267190514000191 Gao, X. (Andy), & Hu, J. (2020). From Language Learning Strategy Research to a Sociocultural Understanding of Self-Regulated Learning. In M. J. Raya & F. Vieira (Eds.), Autonomy in Language Education: Theory, Research and Practice (1st ed., pp. 31–45). Routledge. https://doi.org/10.4324/9780429261336 Thomas, N., Rose, H., Cohen, A. D., Gao, X. (Andy), Sasaki, A., & Hernandez-Gonzalez, T. (2022). The third wind of language learning strategies research. Language Teaching, 1–5. https://doi.org/10.1017/S0261444822000015
The Ideal Multilingual Self and Language Learning Strategies for Learning Languages other than English in Conflict-affected Situations
[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
The lion's share of language learning strategy (LLS) research has adopted a cognitive approach which treats language learning as a series of mental processes and relies greatly on quantitative data. Also, little research has explored individuals' multilingual selves when learning a language other than English (LOTE) in conflict-affected situations. Thus, this presentation documents a qualitative study to capture the situated use of LLSs and the ultimate vision of a group of internally displaced Syrians learning Turkish as an L3 or L4. The data was collected from the participants' written narratives and online semi-structured interviews. The data suggest that the participants' desire to learn Turkish ranged from securing a job in the Afrin area, controlled by Turkey since 2018, to reasons associated with achieving their ideal selves by imagining themselves working/studying at a Turkish university and becoming integrated into the Turkish community in future. The participants, to varying degrees, had capitalised on the availability of technology-mediated learning artefacts and the support of some actors to support their strategic language learning efforts. The study underlines the importance of conducting longitudinal studies to track shifts in LLS use and future visions of individuals learning a LOTE in conflict-affected contexts.
As the world is becoming increasingly more multilingual and with the advent of the "multilingual turn" (May 2014), learning languages other than English (LOTEs) has recently caught the attention of some language learning researchers. However, almost all of the studies of the experiences of individuals learning LOTEs have been carried out in the context of stable or peaceful states. Also, there is still a dearth of research exploring the challenges and strategic language learning efforts of individuals learning a LOTE in conflict-affected and war-related situations. Therefore, the qualitative study reported in this talk explored six internally displaced Syrians' experiences of learning Turkish as L3 or L4 during their stay in Afrin on the Syria-Turkey border. Particular attention was paid to their underlying language learning motivation, learning goals and associated strategy use across different settings. Language learning strategies (LLSs) here refer to "an individual's active engagement in the learning process within a particular situated setting to accomplish their proximal goals (i.e. to learn a language for immediate gains) or/and ultimate ones (i.e. master language for academic/professional/national advancement)" (Hajar 2019, p. 33). The findings illustrate how the participants viewed their Turkish language experiences as not only an opportunity to expand their linguistic repertoires, but also represent a major turning point in their lives that impacted their self-identity. That is, learning and mastering Turkish for most participants tended to be conceived of as a bridge to escape from the inferno of the civil war, a way to secure better, safer lives for themselves and their family members and an opportunity to create a more advantageous identity for themselves by helping them accomplish their academic and professional advancement in Turkey. Related to this, some participants used a number of voluntary (i.e. essentially internalised within the self) strategies in an attempt to accomplish their ideal end state and desired identity. In addition to LLSs using technology-mediated language resources, such as watching Turkish programs with subtitles and joining WhatsApp learning groups, they sought out alternative mediating paths by strengthening their relationship with Turkish people working in one of the humanitarian organizations in Afrin. This study demonstrates the importance of SLA research to serve all multilingual people, not just the privileged, by conducting empirical studies in non-affluent geographies. LLS researchers also need to uncover the situated and dynamic uses of LLSs used by individuals to learn LOTEs. References: Hajar, Anas. 2019. International Students' Challenges, Strategies and Future Vision: A Socio-Dynamic Perspective. Bristol, UK: Multilingual Matters. May, Stephen. 2014. The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. New York: Routledge/Taylor & Francis.
Taking a wide-angle view on language learning strategies: A case study of an EAL writer
Oral Presentation[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
In this presentation I align with the recent articulation of the third wind of language learning strategies (LLS) research-and, particularly, with the view that we need to move beyond identification and classification of strategies, and to delve into the myriad factors that motivate students' strategy selections, including "the social influences that impact strategic behavior" (Thomas et al., 2022, p. 2). By offering what I call a "wide-angle view" on the evolving strategic practices of one English as an Additional Language (EAL) international student as she advanced through college in the United States, I offer an analysis that emphasizes how the student's approaches to academic writing reflected extra-academic factors animating her life at various moments. In sum, on the basis of qualitative data from this case study-comprising 12 co-constructed interviews over four years and analysis of numerous samples of the student's academic writing-I make a claim about strategy research: Our efforts to understand how and why learners engage in specific behaviors must attend to factors beyond the immediate learning situation; or, differently, we need to complement the familiar close-in view of strategy research with a wide-angle view.
Griffiths (2020) proposes four general characteristics of LLS: strategies are "active"; learners choose their strategies; strategies are goal-oriented; strategies are used for the purpose of learning language (p. 608). The definition of LLS grounding this paper aligns with the first three of these tenets, but it moves beyond the view that strategies must be "for the purpose of learning language." By emphasizing how the research participant in this study engaged in behaviors aimed at achieving writing success within her academic discourse community-which is not always the same as learning how to write better in English-I conceptualize strategic behaviors as situated responses to institutional exigencies (see Schneider, 2022). To that end, some of the student's writing behaviors to be highlighted here include how she developed ideas for independent writing projects; how she sought help from peers and others; how she approached revising and editing papers; and how she worked to appease instructors' expectations. Beyond identifying such strategies, however, the presentation will emphasize the extent to which the student's evolving behaviors over four years of college reflected developments in her life beyond the classroom-as described by her during multiple research interviews. Generally, her personal narrative follows this arc: During her first years of college, she experienced feelings of indirection and frustration, particularly in relation to a belief that she had limited future opportunities; then, in the latter part of her studies, she developed a strong sense of professional identity and was able to imagine a clear career path for herself. As she went through these changes, her strategic approaches to writing evolved accordingly. While she started college employing strategies aimed at completing writing assignments with minimal effort, displaying little concern for skill development, by the second half of college she was engaging more deeply with writing and applying strategies aimed at learning and growth. This an overly simplistic rendering of the student's experience-more details will be included-but the larger point is to illuminate the value of a "wide-angle view." While this way of thinking has not been central to work on LLS, it is certainly not unique within applied linguistics, and it is directly informed by research on identity (Norton, 2013), a person-in-context relational view (Ushioda, 2009), and, more generally, student motivation (Dörnyei, 2020). References Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. New York, Routledge. Griffiths, C. (2020). Language learner strategies. Applied Linguistics, 41(4), 607–611. Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol: Multilingual Matters. Schneider, J. (2022). Writing strategies as acts of identity. TESOL Quarterly, 56(1), 230-253. Thomas, N., Rose, H., Cohen, A., Gao, X., Sasaki, A., & Hernandez-Gonzalez, T. (2022). The third wind of language learning strategies research. Language Teaching, 55(3), 417-421. Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language, identity and the L2 self (pp. 215-228), Bristol: Multilingual Matters.
Researching Language Learning Strategies and Sources of Regulation with Two Methodological Innovations
Oral Presentation[SYMP80] Qualitative Research on Language Learning Strategies and Sources of Regulation01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
This presentation will report on two methodological innovations that I have developed over the course of a large-scale examination of the strategies and sources of regulation of international students at a major university in London, UK. The project involved several sequential studies with more than 130 in-depth interviews, think aloud/introspective protocols, and stimulated recall sessions. For data analysis, I needed methods that could afford in-depth understanding within single cases while also enabling me to compare across cases and over time. As a result, I developed two rigorous qualitative methods. The first method, Narrative Interpretative Phenomenological Analysis (NIPA), draws on narrative and phenomenological psychology to research the experience of strategic behavior (i.e., what it is like). The second method, Psychological Process Tracing (PPT), draws on methodological work in political and cognitive science to unpack potentially causal parts of a mechanism that link the triggers of strategic behavior to its outcomes (i.e., how does it happen). Both methods prioritize in-depth investigations of a small number of cases yet embrace very different views on the nature of reality and how we can research it. I will briefly describe both methods and provide examples from my own studies to demonstrate their applicability.
In recent years, there has been an uptick in methodological interest in applied linguistics. 2022 saw the journal of Research Methods in Applied Linguistics publish its first issue. There has also been no lack of methods-oriented books (see Li et al., 2022; McKinley & Rose, 2020; Rose et al., 2020), each with aspects relevant to the study of language learning strategies and sources of regulation. However, with the exception of certain chapters in these volumes and those from Hiver and Al-Hoorie (2019) and Phakiti et al. (2018), for example, coverage of rigorous qualitative methods that can be used for in-depth analysis of strategies and sources of regulation are few and far between. More concerning, though, are qualitative outputs in major journals that barely go beyond the claim that "themes emerged" (as if by magic) in their description of data analytic procedures. Most of us have been guilty of this at some stage in our careers. Nevertheless, there is still time and space for methodological discussion. This presentation will report on two methodological innovations that I have developed over the course of a large-scale examination of the strategies and sources of regulation of international students at a major university in London, UK. The project involved several sequential studies with more than 130 in-depth interviews, think aloud/introspective protocols, and stimulated recall sessions both. For data analysis, I needed methods that could enable in-depth understanding within single cases while also enabling me to compare across cases and over time. As a result, I developed two rigorous qualitative methods. The first method, Narrative Interpretative Phenomenological Analysis (NIPA), draws on narrative and phenomenological psychology to research the experience of strategic behavior (i.e., what it is like). The second method, Psychological Process Tracing (PPT), draws on methodological work in political and cognitive science to unpack potentially causal parts of a mechanism that link the triggers of strategic behavior to its outcomes (i.e., how does it happen). Both methods prioritize in-depth investigations of a small number of cases yet embrace very different views on the nature of reality and how we can research it. I will briefly describe both methods and provide examples from my own studies to demonstrate their applicability.ReferencesLi, S., Hiver, P, Papi, M. (Eds.) (2022). The Routledge Handbook of Second language Acquisition and Individual Differences. Routledge. Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (Eds). (2018). The Palgrave Handbook of Applied Linguistics Research Methodology. Palgrave. Hiver, P., & Al-Hoorie, A. (2019). Research Methods for Complexity Theory in Applied Linguistics. Multilingual Matters. McKinley, J., & Rose, H. (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.Rose, H., McKinley, J., & Briggs Baffoe-Djan, J. (2020). Data Collection Methods in Applied Linguistics. Bloomsbury.
Isobel Kaihui Wang
Andrew D Cohen
Lawrence Jun Zhang
Sihan Zhou