Exploring Strategies Used by Algerian EFL Learners to Develop Their Speaking Skills
Keywords:
EFL speaking skills, English department, language learning strategies, learner variables, speaking course syllabiAbstract
Cognitivist theories have transformed the way educators look at the complex journey of language learning by highlighting new dimensions. The investigation of learners’ mental processes unveiled capacities and strategies learners bring to classes. Learning strategies are used by learners to enhance their learning. For many learners, speaking the language may be the most concrete and rewarding benefit of language learning. Many of them, however, may struggle with developing EFL speaking skills. One determinant factor in language learning is the use of learning strategies. Therefore, the present research is an attempt to explore the language learning strategies used by Algerian learners to develop their EFL speaking skills according to learner variables (gender, speaking proficiency and educational background). Identifying those strategies could help course designers and teachers design teaching in a way that improves learners’ use of learning strategies to develop their speaking skills more efficiently for academic and professional purposes. To achieve this research goal, a mixed quantitative and qualitative research design was implemented. This design rests upon three research tools, a test of speaking proficiency, a learning strategy use questionnaire (N=52) and speaking course syllabi. The data were analysed quantitatively (descriptive statistics) to compare strategy use by each cohort and qualitatively (Thematic analysis). Acknowledging the shortcomings of self-report data and based on descriptive statistics, the main finding of the present study is consistent with many previous studies; students’ speaking proficiency, gender and educational background did not seem to correlate with much difference in strategy use. Besides, the syllabi of speaking courses examined made no reference to specific work on speaking strategies. Based on these findings, the first main suggestion is addressed to Algerian researchers about shifting the research agenda from the role of learner variables in strategy use to pedagogy that could improve the efficiency of speaking strategy training. Other suggestions including guidelines to integrate strategy training in the curriculum as well as methods to identify learners’ current strategies and foster appropriate strategy use are offered to speaking course designers and teachers in order to enhance Algerian EFL students’ strategy use and ultimately develop better speaking skills.
References
Ait Abdeslam, F., & Bensafi, Z. (2022). Students’ attitudes towards strategies use in learningEnglish as a foreign language - A Case study of the Algerian teachers’ trainingschool. Al-Bahith, 13(2), 771-789.
Alcaya, C., Lybeck, K., & Mougel P. (1994). A List Compiled by Teachers in the Experimental Sections of the Speaking Strategies Experiment. NLRC/CARLA, University of Minnesota (As cited in Cohen 1996a, pp 24-26)
Amari, S. (2023). Investigating gender-specific differences in language learning strategies: The Case of EFL undergraduate students of Djillali Liabes University. Fasl Al Khittab, 2(1), 363-372. https://asjp.cerist.dz/en/article/219689
Anderson, N. J. (2008). Metacognition and good language learners, In Griffiths, C. (ed.)Lessons from Good Language Learners, pp 99 – 109, Cambridge University Press Cambridge, UK.
Azevedo, R. & Witherspoon, A. M. (2009). Self-Regulated Learning with Hypermedia, InHacker, D. J., Dunlosky, J. & Graesser, A. C. Handbook of Metacognition in Education, pp 319-339, Routledge: New York, USA.
Benaissa, A. (2018). Gender and language learning strategies in oral production. Djossour Almaarifa. 4(3), 248-259. https://asjp.cerist.dz/en/article/70825
Chen, Y. (2007). Learning to learn: the impact of strategy training. ELT Journal, 61(1), 20-29
Boulkraa, M. (2016). Positive self-talk: An unexploited self-management cognitive-motivational strategy at the university level and its effect on students’ oral performances. Revue Des Sciences Humaines, 27(2), 78-94. https://www.asjp.cerist.dz/en/article/89050
Cohen, A. D. (July 1996a). Second Language Learning and Use Strategies: Clarifying the Issues. Centre for Advanced Research on Language Acquisition. University of Minnesota. Minneapolis. http://carla.acad.umn.edu
Cohen, A. D. (1996b). Verbal reports as a source of insights into second language learner strategies. Applied Language Learning, 7(1 & 2):11-24.
Cohen, A. D., Weaver, S. J., & Li, T.-Y. (1996). The Impact of Strategies-Based Instructionon Speaking a Foreign Language. Research Report Centre for Advanced Research on Language Acquisition University of Minnesota. http://www.carla.umn.edu/about/profiles/CohenPapers/SBIimpact.pdf
Douadi, F. (2019). The Use of oral communication strategies by EFL Algerian learners, مجلةالداب و العلوم الجتماعية, 16)2(, 186-196. Downloaded on 18 July 2024fromhttps://www.asjp.cerist.dz/en/article/95637
De Clercq, M., Galand, B., & Frenay, M. (2013). Chicken or the egg: longitudinal analysis of the causal dilemma between goal orientation, self-regulation and cognitive processing strategies in higher education. Studies in Educational Evaluation, 39(1), 4-13.
Dickinson, L. (1992). Self-instruction in commonly-taught languages. System, 7(3), 181-186
Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. The Modern Language Journal, 74(3), 311-327.
Figura, K., & Jarvis, H. (2007). Computer-based materials: A study of learner autonomy and strategies. System, 35, 448–468.
Fradejas, C. C., & Maharjan, K. L. (2005). Speaking strategy use by the EFL students in Japan and Bangladesh. Journal of International Development and Cooperation, 12(1), 47-62.
Ghee, T. T., Ismail, H. N., & Kabilan, M. K. (Jan. 2010). Language learning strategies usedby MFL students based on genders and achievement groups. US-China Foreign Language, 8(1) (Serial No.76) USA
Green, J. M., & Oxford, R. (1995). A closer look at learning strategies. L2 proficiency, andgender. TESOL Quarterly, 29(2), 261-297. https://d1wqtxts1xzle7.cloudfront.net
Hamlaoui, N., & Haddouche, N. (2013). An Investigation into EFL Algerian students’communication strategies, El-Tawassol, 19(1), 50-64. https://www.asjp.cerist.dz/en/article/41917
Hismanoglu, M. (2000). Language learning strategies in foreign language learningandteaching. The Internet TESL Journal, 6 (8).
Hong-Nam, K. & Leavell, A. G. (2006).Language learning strategy use of ESL students inanintensive English learning context, System, 34(3), 399-415. Department of Teacher Education and Administration, University of North Texas, Denton, TX76203, USAHuang, L-S. (2006). Heightening advanced adult second-language learners' awareness of strategy use in speaking: A Little can go a long way. ERIChttps://files.eric.ed.gov/fulltext/ED503037.pdf
Huang, S. C. (2001). Effects of language learning strategy training on English learning. ERIC.
Johns, A. M. (1981). Necessary English: A faculty survey. TESOL Quarterly 15 (1), 51-57.
Kayashima, M. and Inaba, A. (n.d) Why Is It Difficult to Master the Self-regulationSkill?http://citeseerx.ist.psu.edu
Koosha, B., Ketabi, S., & Kassaian, Z. (2011). The Effects of self-esteem, age and gender onthe speaking skills of intermediate university EFL learners. Theory &Practice in Language Studies, 1(10), 1328-1337.
Meloni, F. C. & Thompson, S. E. (1980). Oral reports in the intermediate ESL classroom. TESOL Quarterly 14(4), 503-510.
Mezhoud, S. (2011). Towards a better use of speaking strategies to improve the speaking skill. Forum de l’Enseignant, 124(8), 123-138. https://www.asjp.cerist.dz/en/article/13374Ministry of Higher Education and Scientific Research (2024). Key Statistics. https://www.mesrs.dz/index.php/fr/agregats-2/
Missoum, M. (2007). An Investigation of the Lecture Comprehension and Note-Taking Strategies of Second Year Students of English at the University of Blida. Department ofEnglish. The University of Algiers at Bouzaréah, Algiers. MA Dissertation.
Missoum, M. (2021). Exploring Teachers’ Agendas for Learner Autonomy at the English Department of Blida 2 University. PhD Dissertation. University of Algiers 2, Algeria. DOI: 10.13140/RG.2.2.32908.39048. Available at https://www.academia.edu
Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening and pronunciation. TESOL Quarterly, 25(1), 51-75.
Nakatani, Y. (2006). Developing an oral communication strategy inventory. The ModernLanguage Journal, 90(2), 151-168. http://old.fltrp.com
ONS (Office Nationale Des Statistiques. EN Algerian National Bureau of Statistics) (2024). Les Principaux Indicateurs Du Secteur De L’education Nationale (Key Indicatorsof National Education). https://www.ons.dz
O'Malley, J. M., Chamot, A. U., Stewner‐Manzanares, G., Russo, R. P., &Küpper, L. (1985). Learning strategy applications with students of English as a second language. TESOLQuarterly, 19(3), 557-584. Downloaded on 05 April 2022fromhttp://citeseerx.ist.psu.edu
Oxford, R. (1986). Development and Psychometric Testing of the Strategy Inventory for Language Learning (SILL). Appendix. ARI Technical Report 728. US Army Research Institute for the Behavioural and Social Sciences. Alexandria. VA. http://www.dtic.mil/dtic/tr/fulltext/u2/a175452.pdf
Oxford, R. (1990). Language learning strategies: What every teacher should know. NewburyHouse
Oxford, R. (1996). Employing a questionnaire to assess the use of language learning strategies. Applied Language Learning, 7(1 and 2), 28-47. http://citeseerx.ist.psu.edu
Oxford, R. & Burry-Stock, J. A. (1995). Assessing the use of language learning strategiesworldwide with the ESL/EFL version of the Strategy Inventory for Language Learning(SILL). System, 23(1), 1-23
Paris, S. G. and Winograd, P. (2001) The Role of Self-Regulated Learning Contextual Teaching: Principles and Practices for Teacher Preparation, A Commissioned Paper forthe U.S. Department of Education Project Preparing Teachers to Use Contextual Teaching and Learning Strategies To Improve Student Success In and Beyond School. http://www.ciera.org
Pierce, L. V. (1989). Teaching strategies for developing oral language skills. A Forum Anthology IV
Schunk, D. H. (2012). Learning theories - An Educational Perspective (2 ed., 1st edition1991), Pearson Education Inc.
Stern, H. H. (1992). Issues and Options in Language Teaching. Oxford University Press.
Thanasoulas, D. (2000). What is learner autonomy and how can it be fostered? The Internet TESL Journal, 6(11)
Teng, H.-C. (2012). A study on the teach ability of EFL communication strategies. Procedia-Social and Behavioural Sciences, 46, 3566 – 3570.
Wenden, A. L. & Rubin. J. (1987). Learner Strategies in Language Learning. Prentice-Hall.
Wenden, A. (1991). Learner Strategies for Learner Autonomy. Prentice Hall
White, C. (1995). Autonomy and strategy use in distance foreign language learning-Research findings. System, 23(2), 207-221. http://www.sciencedirect.com
Yılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey. Procedia - Social andBehavioural Sciences, 2(2), 682-687. http://www.sciencedirect.com
Zaghar, E.-A. W. (2023). Facing some language impediments in oral expressionandcomprehension settings: A Case study. ALTRALANG Journal, 5(3), 297-303. https://www.asjp.cerist.dz/en/article/238133
Zouaoui, S. (2022). The Exploration of some factors hindering the learners’ oral performance- Case of EFL learners in Setif University, Algeria. Abhaths, 6(4), 40-62. https://www.asjp.cerist.dz/en/article/201728
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Maamar Missoum
This work is licensed under a Creative Commons Attribution 4.0 International License.
