Impacts of AI-Enhanced LLS Instruction on the English Performance of College Underachieving EFL Learners

Chen Jiao; Malini Ganapathy; Hongjing Chang

doi:10.62177/jetp.v2i1.153

Authors

Chen Jiao Xi’an University of Finance and Economics, Xi’an, China
Malini Ganapathy School of Languages, Literacies and Translation, Universiti Sains Malaysia Penang, Malaysia
Hongjing Chang School of Languages, Literacies and Translation, Universiti Sains Malaysia Penang, Malaysia

DOI:

https://doi.org/10.62177/jetp.v2i1.153

Keywords:

Underachieving EFL Learners, AI-Enhanced LLS training, Language Learning Strategy (LLS), Vocational College

Abstract

This study aims to investigate the impacts of LLS AI-enhanced LLS instruction on the English performance of college underachieving EFL learners. Language learning strategies (LLS) are crucial for English language learning, but few studies exist on LLS instruction for EFL underachievers, highlighting further research needs. This study investigates the frequency and preference of language learning strategies used by EFL underachievers and the impact in increasing their strategy application and English academic achievement. The research involved 450 Chinese EFL college learners and 40 Chinese EFL learners, using the Strategy Inventory for Language Learning (SILL), CET-4, and college English final exam. The results showed that underachievers perceived LLS instruction positively, improved their LLS application, and had a positive effect on their English learning skills and academic achievement. The study revealed the effect of LLS instruction and generated an efficient LLS instruction model on underachieving learners and made a useful attempt in the field of research on LLS of vocational EFL college learners. Further research may investigate the hidden influence factors of LLS use of college underachievers.

Downloads

Download data is not yet available.

References

M. Evangelin Arulselvi, “Learning Strategy Training in English Teaching,” i-manager’s Journal on English Language Teaching, vol. 6, no. 1, p. 1, 2016, doi: https://doi.org/10.26634/jelt.6.1.4805.

‌[2] R. L. Oxford, Language learning strategies : what every teacher should know. Boston: Heinle, 1991.

‌[3] A. D. Cohen, Strategies in learning and using a second language. Londres ; New York: Routledge, 2014.

‌[4] C. Griffiths, The Strategy Factor in Successful Language Learning. Multilingual Matters, 2018.

‌[5] A. Habók and A. Magyar, “The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement,” Frontiers in Psychology, vol. 8, Jan. 2018, doi: https://doi.org/10.3389/fpsyg.2017.02358.

‌[6] W. Guo and B. Bai, “Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools," Applied Linguistics Review, vol. 0, no. 0, Jul. 2019, doi: https://doi.org/10.1515/applirev-2018-0085.

‌[7] J. A. Matamoros-González, M. A. Rojas, J. P. Romero, S. Vera-Quiñonez, and S. T. Soto, “English Language Teaching Approaches: A Comparison of the Grammar-translation, Audiolingual, Communicative, and Natural Approaches,”Theory and Practice in Language Studies, vol. 7, no. 11, p. 965, Nov. 2017, doi: https://doi.org/10.17507/tpls.0711.04.

‌[8] H. L. Smith, “Making sense of Bad English: an introduction to language attitudes and ideologies,” Journal of Multilingual and Multicultural Development, pp. 1-3, Mar. 2022, doi: https://doi.org/10.1080/01434632.2022.2056973.

‌‌[9] N. Ali Raza and C. Coombe, English language teaching in Pakistan. Singapore: Springer, 2022. pp. 245-259.

L.-H. Tang, “The Effects of Metacognitive Strategy Training for College Language Low Achievers,” DEStech Transactions on Social Science, Education and Human Science, vol. 17, no. 23, pp. 45-58. Mar. 2018, doi: https://doi.org/10.12783/dtssehs/icaem2017/18961.

‌[11] A. Habók, A. Magyar, and G. Molnár, “Investigating the Relationship Among English Language Learning Strategies,

Language Achievement, and Attitude,”Frontiers in Psychology, vol. 13, pp. 128-132. May 2022, doi: https://doi.org/10.3389/fpsyg.2022.867714.

‌[12] M. Wyra and M. J. Lawson, “Foreign language vocabulary learning using the keyword method: strategy and meta-strategy knowledge,”The Language Learning Journal, vol. 46, no. 5, pp. 605–621, Aug. 2018, doi: https://doi.org/10.1080/09571736.2018.1503138.

‌[13] Ane Qvortrup, Merete Wiberg, Gerd Christensen, Mikala Hansbøl, and Danish Council For Independent Research (Culture And Communication, On the definition of learning. Odense: University Press Of Southern Denmark, 2016. pp. 58-60.

X. Wang, C. Jian, and D. Wang,“The Career Adaptability of Vocational College Students in Western China,” Journal of Research in Vocational Education, vol. 5, no. 3, pp. 56-78. Mar. 2023, doi: https://doi.org/10.53469/jrve.2023.05(03).07.

J. W. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches, 4th ed. London: Sage Publications Ltd, 2014, pp. 121-124.

Alenka Braček Lalić and D. Berberović,“Research Methodology,”Springer eBooks, pp. 5–15, Jan. 2021, doi: https://doi.org/10.1007/978-3-030-65451-1_2.

‌[17] J. W. Creswell and V. L. Plano Clark, Designing and conducting mixed methods research. Los Angeles: Sage, 2017.

‌[18] G. M. Sullivan and R. Feinn, “Using effect size—or why the p value is not enough,” Journal of Graduate Medical Education, vol. 4, no. 3, pp. 279–282, Sep. 2012, doi: https://doi.org/10.4300/JGME-D-12-00156.1.

‌[19] B. Huang, L.-J. Wei, and E. B. Ludmir, “Estimating Treatment Effect as the Primary Analysis in a Comparative Study: Moving Beyond P Value,”Journal of Clinical Oncology, vol. 38, no. 17, pp. 2001–2002, Jun. 2020, doi: https://doi.org/10.1200/jco.19.03111.

‌[20] Z. Gavriilidou, and A. Papanis, “The effect of strategy training on strategy use by Muslim pupils learning English as foreign language, ” Journal of Applied Linguistics, vol. 25, no. 1, pp. 47-63, Jun. 2009.

M. Wyra and M. J. Lawson, “Foreign language vocabulary learning using the keyword method: strategy and meta-strategy knowledge,” The Language Learning Journal, vol. 46, no. 5, pp. 605–621, Aug. 2018, doi: 10.1080/09571736.2018.1503138.

‌[22] A. Oflaz,“The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement,” European Journal of Educational Research, vol. 8, no. 4, pp. 99-101, Oct. 2019, doi: https://doi.org/10.12973/eu-jer.8.4.999.

‌[23] C. Griffiths and R. L. Oxford, “The twenty-first century landscape of language learning strategies: Introduction to this special issue,” System, vol. 43, pp. 1–10, Apr. 2014, doi.org/10.1016/j.system.2013.12.009.

‌[24] C. Jiao, M. Ganapathy, and H. Chang, “A Comparative Study of Language Learning Strategies Use Between High and Low EFL College Achievers,” International Journal of Academic Research in Progressive Education and Development, vol. 12, no. 2, pp. 607–620, May 2023, doi.org/10.6007/IJARPED/v12-i2/17002

K. Hong-Nam and A. G. Leavell, “A comparative study of language learning strategy use in an efl context: Monolingual korean and bilingual korean-chinese university students,” Asia Pacific Education Review, vol. 8, no. 1, pp. 71–88, Apr. 2007, doi: https://doi.org/10.1007/bf03025834.

‌[26] Alfian, M. Wyra, and M. Rossetto, “Language Learning Strategy use by Prospective English Language Teachers in Indonesia,” SensePublishers eBooks, pp. 95–104, Jan. 2016, doi: https://doi.org/10.1007/978-94-6300-672-9_10.

F. Salahshour, M. Sharifi, and N. Salahshour, “The Relationship between Language Learning Strategy Use, Language Proficiency Level and Learner Gender,” Procedia - Social and Behavioral Sciences, vol. 70, pp. 634–643, Jan. 2013, doi: https://doi.org/10.1016/j.sbspro.2013.01.103.

‌‌[28] A. D. Cohen and C. Griffiths, “Revisiting LLS Research 40 Years Later,” TESOL Quarterly, vol. 49, no. 2, pp. 414–429,

Apr. 2015, doi: https://doi.org/10.1002/tesq.225.

A. U. Chamot, and V. Harris, Learning Strategy Instruction in the Language Classroom. Bristol: Multilingual Matters. 2019. doi: https://doi.org/10.21832/9781788923415.

S. Mahmood, “Instructional Strategies for Online Teaching in COVID‐19 Pandemic,” Human Behavior and Emerging Technologies, vol. 3, no. 1, pp. 199–203, Sep. 2020, doi: https://doi.org/10.1002/hbe2.218.