Effect of Explicit Language Learning Strategy Instruction on Language-test and Self-assessment Scores

Violeta Jurkovi?

Abstract


The present article reports on the findings of a study that explored the effect of explicit language learning strategy instruction on the development of English as a foreign language within a higher education setting in mixed language ability groups. The research results indicate that explicit language learning strategy instruction that aimed at enhancing language progress in groups of students that were heterogeneous in terms of initial language ability did not have any statistically significant effect on the development of language knowledge. These results indicate that under certain circumstances (limited course time and heterogeneous language competence levels within groups in particular) the organization of strategy training in the form of a separate module or implicit training in the use of language learning strategies seem to be more appropriate.


Full Text: PDF

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.