The study was phenomenological that used to explore strategies used to learn EFL/ESL among five PhD candidates and I, the researcher, myself. It is phenomenological study that particularly focuses on the lived experiences of learners in their strategy used to learn English as a foreign or second language. The five candidates were selected purposefully to investigate the strategies they had been used to learn English language at their secondary or primary education levels comparing with the strategies I had been used at the same stage. In this research, phenomenology methodology was adopted as a research design to collect data and to explore the issue in detail. Interview as a research tool was used to investigate the lived experiences. Based on the study, these findings were identified as strategies that help learn English easily are family support, practice, translation method, memorization, experience sharing and readings as learning strategies students frequently used to learn English as a FL or SL. The study also confirmed that the first language learning strategies support the second/foreign language learning not hindrance.
| Published in | Advances (Volume 2, Issue 3) |
| DOI | 10.11648/j.advances.20210203.12 |
| Page(s) | 44-49 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2021. Published by Science Publishing Group |
ESL/EFL, Phenomenology, Language Learning Strategies
| [1] | Chamot, A. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130. |
| [2] | Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications. |
| [3] | Dornyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Erlbaum. Oxford, R., & Ehrman, M. (1993). Second language research on individual difference. Annual Review of Applied Linguistics, 13, 188-205. |
| [4] | Ellis, R. (2008). The Study of Second Language Acquisition. New York: Oxford University Press. |
| [5] | Finlay, Linda (2009). Debating Phenomenological Research Methods. Phenomenology and Practice, Vol. 3, No 1, Pp. 6-25. |
| [6] | Griffiths (2003), Language Learning Strategy Use and Proficiency. Unpublished doctoral dissertation. University of Auckland, New Zealand. |
| [7] | Hailom Banteyerga (2017), Lecture Note: Unpublished; Addis Ababa University. |
| [8] | Johar, D. A. (2017). The Lived Experience of Non-Fluent English Learners in Learning English. Unpublished MA Thesis. |
| [9] | Leedy, P. D. and Ormrod, J. E. (2005) Practical Research: Planning and Design. Prentice Hall, Upper Saddle River, NJ. |
| [10] | Oxford, R. (1990) Language learning strategies: What every teacher should know. New York, NY: Newbury House. |
| [11] | Oxford, R. (1999). Relationships between second language learning strategies and language proficiency in the context of learner autonomy and self-regulation. Revista Canaria de EstudiosIngleses (Canaria Journal of English Studies), 38, 109-126. |
| [12] | Oxford, R., & Ehrman, M. (1993). Second language research on individual difference. Annual Review of Applied Linguistics, 13, 188-205. |
| [13] | Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Weden & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-30). |
| [14] | Scarcella, R. & Oxford, R., (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle. |
| [15] | Schmidt, R. W. (1992). The Role of Consciousness in Second Language Learning. Applied Linguistics. Oxford University Press. |
| [16] | Tseng, S. (2005). Language learning strategies in foreign language education. WHAMPOA. An Interdisciplinary Journal, 49, 321-328. |
APA Style
Mitiku Teshome. (2021). An Exploration of Strategies Used to Learn EFL/ESL: A Phenomenological Study. Advances, 2(3), 44-49. https://doi.org/10.11648/j.advances.20210203.12
ACS Style
Mitiku Teshome. An Exploration of Strategies Used to Learn EFL/ESL: A Phenomenological Study. Advances. 2021, 2(3), 44-49. doi: 10.11648/j.advances.20210203.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.advances.20210203.12,
author = {Mitiku Teshome},
title = {An Exploration of Strategies Used to Learn EFL/ESL: A Phenomenological Study},
journal = {Advances},
volume = {2},
number = {3},
pages = {44-49},
doi = {10.11648/j.advances.20210203.12},
url = {https://doi.org/10.11648/j.advances.20210203.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.advances.20210203.12},
abstract = {The study was phenomenological that used to explore strategies used to learn EFL/ESL among five PhD candidates and I, the researcher, myself. It is phenomenological study that particularly focuses on the lived experiences of learners in their strategy used to learn English as a foreign or second language. The five candidates were selected purposefully to investigate the strategies they had been used to learn English language at their secondary or primary education levels comparing with the strategies I had been used at the same stage. In this research, phenomenology methodology was adopted as a research design to collect data and to explore the issue in detail. Interview as a research tool was used to investigate the lived experiences. Based on the study, these findings were identified as strategies that help learn English easily are family support, practice, translation method, memorization, experience sharing and readings as learning strategies students frequently used to learn English as a FL or SL. The study also confirmed that the first language learning strategies support the second/foreign language learning not hindrance.},
year = {2021}
}
TY - JOUR T1 - An Exploration of Strategies Used to Learn EFL/ESL: A Phenomenological Study AU - Mitiku Teshome Y1 - 2021/09/23 PY - 2021 N1 - https://doi.org/10.11648/j.advances.20210203.12 DO - 10.11648/j.advances.20210203.12 T2 - Advances JF - Advances JO - Advances SP - 44 EP - 49 PB - Science Publishing Group SN - 2994-7200 UR - https://doi.org/10.11648/j.advances.20210203.12 AB - The study was phenomenological that used to explore strategies used to learn EFL/ESL among five PhD candidates and I, the researcher, myself. It is phenomenological study that particularly focuses on the lived experiences of learners in their strategy used to learn English as a foreign or second language. The five candidates were selected purposefully to investigate the strategies they had been used to learn English language at their secondary or primary education levels comparing with the strategies I had been used at the same stage. In this research, phenomenology methodology was adopted as a research design to collect data and to explore the issue in detail. Interview as a research tool was used to investigate the lived experiences. Based on the study, these findings were identified as strategies that help learn English easily are family support, practice, translation method, memorization, experience sharing and readings as learning strategies students frequently used to learn English as a FL or SL. The study also confirmed that the first language learning strategies support the second/foreign language learning not hindrance. VL - 2 IS - 3 ER -
Information
Email: