A case study of learning strategies of older adults attending an English course
DOI:
https://doi.org/10.18537/mskn.09.02.01Keywords:
older adults, learning strategies, lifelong learning, EFLAbstract
This study explores the most frequently used learning strategies of a group of older adults in the city of Cuenca, Ecuador, attending an English course. Sixty-six participants (with an average age of 71.05) responded to the 50-item questionnaire on learning strategies of Oxford (1990). Statistical analyses and an analysis of correlation between sociodemographic variables were conducted to determine the prevailing learning styles of the intervention group and its relationship with the sociodemographic characteristics of the participants. The results indicate that older adults use all the strategies categorized by Oxford, predominantly the metacognitive ones, meaning that they mainly reflect, plan, monitor, and evaluate their own learning process. In addition, the results reveal the positive correlation of the variables age, level of English, and level of education and occupation before retirement. The three last-mentioned were found to be determinant in the preferences of the participants.
Downloads
Metrics
References
Al-sohbani, Y. (2018). Language learning strategy use by Turkish international school students in Yemen. Journal of Teaching and teacher Education, 6(2), 95-106.
Anderson, N. (2005). Estrategias para el aprendizaje de una lengua extranjera. Káñina, Revista de Artes y Letras, 29(1-2), 171-174.
Barca, A., Peralbo, M., Porto, A. M., Barca, E., Santorum, R., & Castro, F. V. (2013). Estrategias de aprendizaje, autoconcepto y rendimiento académico en la adolescencia. Revista Galego-Portuguesa de Psicoloxía e Educación, 21, 195-212.
Castro, I. (2011). Language learning strategies for unsuccessful language learners in Ecuador. Master’s degree thesis. Guayaquil: Escuela Superior Politéctnica del Litoral.
Chamot, A., Kupper, L., & Impink-Hernandez, M. (1998). A study of learning strategies in foreign language instruction: Findings of the longitudinal study. McLean, VA: Interstate Research Associates.
Chen, M. (2014). Age differences in the use of language learning strategies. English Language Teaching, 7(2), 144-151. doi:10.5539/elt.v7n2p144
Council for Cultural Cooperation. (2001). Common European framework for languages: Learning, teaching, assessment. Strasbourg, Germany.
Dansereau, (1985). Learning strategy research. In: J.W. Segal, S. F. Chipman, & R. Glaser (Eds.). Thinking and learning skills (Vol. 1): Relating instruction to research, 209-240. Florence, KY: Routledge, Taylor & Francis Group.
Devlin, M. (1996). Older and Wiser? A comparison of the learning and study strategies of mature age and younger teacher education students. Higher Education Research & Development, 15(1), 51-60.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Estévez, F., Webster, F., Mora, F., García, J., Cisneros, V., & Cevallos, A. (2016). Impacto del aprendizaje del inglés sobre los procesos cognitivos en adultos mayores. Un estudio preliminar en Cuenca. Revista Ecuatoriana de Neurología, 24(1-3), 28-32.
Fernández-Castillo, A. (2015). Estrategias de aprendizaje y adquisición de una segunda lengua. REIDOCREA, 4(48), 391-404.
Frankenmolen, N. L., Fasotti, L., Kessels, R. P., & Oosterman, J. M. (2018). The influence of cognitive reserve and age on the use of memory strategies. Experimental Aging Research, 44(2), 117-134.
García, M. & Vivas, A. (2014). Language learning strategies in foreign language learning and proficiency levels by teacher training university students. Revista de Investigación Educativa, 32(2), 363-378.
Gavriilidou, Z. & Psaltou-Joycey, A. (2009). Language learning strategies: An overview. JAL, 25, 11-25.
Griffiths, C. & Parr, J. (2001). Language-learning strategies: Theory and perception. ELT Journal, 55(3), 247-254.
Griffiths, C. & Cansiz, G. (2008). Language learning strategies: An holistic view. Studies in Second Language Learning and Teaching, 5(3), 473-493.
Gómez, B. (2013). Las estrategias de aprendizaje en el aula de lengua extranjera. Bachelor’s thesis. Valladolid, Spain: Universidad de Valladolid.
Kinoshita, Y. & Dokkyo, H. (2003). Integrating language learning strategy instruction into ESL/EFL lessons. TESL Journal, 9(4). Retrieved from http://iteslj.org/Techniques/Kinoshita-Strategy.html
Marins, P. (2010). Estrategias de aprendizaje y desarrollo de la motivación: un estudio empírico con estudiantes de E/LE brasileños. Porta Linguarum, 14, 141-160.
Monereo, C. (Coord.) (1994). Estrategias de enseñanza y aprendizaje. Formación del profesorado y aplicación en la escuela. Barcelona: Graó.
Nisbet, D. L., Tindall, E. R. and Arroyo, A. A. (2005). Language learning strategies and English proficiency of Chinese university students. Foreign Language Annals, 38, 100-107.
Nunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6(1), 35-41.
O’Malley, M. & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
O’Malley, J. M. & Chamot, A. U. (1994). The CALLA handbook: implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley Publishing Company.
Orrego, L. M. & Díaz, A. E. (2010). Empleo de estrategias de aprendizaje de lenguas extranjeras: inglés y francés. Íkala, 15(24), 105-142.
Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235-247.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York, NY: Newbury House.
Oxford, R. L. (1996a). Language learning strategies around the World: Cross-cultural perspectives. Manoa, Honolulu: University of Hawaii Press.
Oxford, R. L. (1996b). Employing a questionnaire to assess the use of language learning strategies. Applied Language Learning, 7, 25-45.
Oxford, R. L. (2003). Language learning styles and strategies: An overview. GALA, 1-25.
Park, G. P. (1997). Language learning strategies and English proficiency in Korean universities studies. Foreign Language Annals, 30(2), 211-221.
Pressley, M. & Associates. (1990). Cognitive strategy instruction that really improves children’s academic performance. Cambridge, MA: Brookline Books.
Quarles, H. (1998). Learning strategies preferred by older individuals. PhD thesis. Bozeman, MT: Montana State University.
Sadeghi, K. & Attar, M. T. (2013). The relationship between learning strategy use and starting age of learning EFL. Procedia - Social and Behavioral Sciences, 70, 387-396.
Sadeghi, K., & Khonbi, Z. A. (2012). Learners’ starting age of learning EFL and use of language learning strategies. English Language Teaching, 6(1), 28-34.
Salahshour, F., Sharifi, M. & Salahshour, N. (2013). The relationship between language learning strategy use, language proficiency level and learner gender. Procedia - Social and Behavioral Sciences, 70, 634-643.
Salem, N. (2006). The role of motivation, gender, and language learning strategies in EFL proficiency. Beirut, Lebanon: The American University of Beirut.
Skehan, P. (1989). Individual differences in second-language learning. London, UK: Edward Arnold.
White, S., Schramm, K. & Chamot, A.U. (2007). Research methods in strategy research: Re-examining the toolbox. In: A.D. Cohen and E. Macaro (Eds.). Language learner strategies: Thirty years of practice. Oxford, UK: Oxford University Press, pp. 93-116.
Wu, I. J. (2011). Learning strategies used by international students from Taiwan in a university context: A case study. Master’s thesis, California State University, US.
Yang, M. N. (2007). Language learning strategies for junior college students in Taiwan: Investigating ethnicity and proficiency. Asian EFL Journal, 9(2), 63-70.
Zarei, A. & Baharestani, N. (2014). Language learning strategy use across proficiency levels. i-manager’s Journal of English on English Language teaching, 4(4), 27-38.
Zimmerman, B. J. & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
Published
How to Cite
Issue
Section
License
Copyright © Autors. Creative Commons Attribution 4.0 License. for any article submitted from 6 June 2017 onwards. For manuscripts submitted before, the CC BY 3.0 License was used.
You are free to:
 |
Share — copy and redistribute the material in any medium or format |
 |
Adapt — remix, transform, and build upon the material for any purpose, even commercially. |
Under the following conditions:
 |
Attribution — You must give appropriate credit, provide a link to the licence, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licenser endorses you or your use. |
| No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the licence permits. |
