EFL education at the tertiary level - Maniruzzaman, M.
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The study was designed to ascertain the learning strategies the students would usually use to learn English as a foreign language (EFL), determine associations between teachability and learnability, raise strategic awareness of the students and teachers, and promote strategy instruction by empirical evidence. The findings revealed that the students employed metacognitive learning strategies including self-management, self-monitoring, self-evaluation, etc, cognitive strategies covering note taking, grouping, repeating, guessing, etc, and socio-affective strategies , such as getting information…mehr

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Produktbeschreibung
The study was designed to ascertain the learning strategies the students would usually use to learn English as a foreign language (EFL), determine associations between teachability and learnability, raise strategic awareness of the students and teachers, and promote strategy instruction by empirical evidence. The findings revealed that the students employed metacognitive learning strategies including self-management, self-monitoring, self-evaluation, etc, cognitive strategies covering note taking, grouping, repeating, guessing, etc, and socio-affective strategies , such as getting information from teachers and others, use of English in real-life situations, feeling anxious and so forth. It was also discovered that the EFL teachers were not always sufficiently aware of the commonly used and effective learning strategies. That is, the study discovered very weak associations between teachability and learnability. Based on the findings, it is recommended that the EFL teachers be aware of and understand what learning strategies their students employ so as to cope with learning and acquiring the language skills so that they can plan and adopt appropriate teaching strategies.
Autorenporträt
M. Maniruzzaman, an MA in English Language and PhD in Applied Linguistics & ELT, is Professor, Department of English, Jahangirnagar University, and has more than 70 publications including 23 books, 32 research papers and 15 translations, and 18 years teaching and research experience. He has recently completed Methodology for TESOL at UMBC, USA.