Piloting a framework for learner strategy training to support independent learning

1. Piloting a framework for learner strategy training to support independent learning María Blanco-Hermida IWLP Spanish Co-ordinator University of Westminster m.blanco@wmin.ac.uk

2. CONTENT • Definitions of LS and LST • From research to teaching • Account of LST experience in 4 groups of Spanish beginners • Students’ feedback • From teaching to research and professional development

3. DEFINITIONS • Learner Strategies (LS) Mental or behavioural activities undertaken by the learner in order to facilitate their learning process. • Learner Strategy Training (LST) The process of training learners to become more self-directed and effective learners through the (improved) use of learning strategies.

4. From research to teaching Information, inspiration and encouragement from research studies on: • LS taxonomies (Chamot and O’Malley, 1990; Oxford,1990) • LST frameworks (Macaro, 2001; Grenfell and Harris, 1998) • Effectiveness of LST (Hassan et al., 2005) • Effects of LST (Chamot et al., 1999). • Differences between successful and less successful language learners (Ellis, 1994)

5. Objectives of LST project • To increase awareness and useof strategies, which can be used in/outside the class to learn vocabulary, grammar and develop the 4 skills. • To promote a strategic approach to self-directed learning • To increasestudents’motivation and self-confidence.

6. LST implementation process • Preparation • Reviewed research literature • Developed a research informed LST framework and materials • Incorporated LST sessions in the appropriate places in the syllabus e.g. Wk 3 Strategies for listening Wk 5 Strategies for writing Allocated 10-15 m to each session. • Conducted LST training and recorded reflections on a journal • Obtained and analysed feedback

7. (Example of LST session)STRATEGIES FOR LEARNING VOCABULARY • Presentation of the task e.g. list of new vocabulary on food and drink • Motivate the students • Elicit students’ previous knowledge Which useful strategies have you used in the past for learning vocabulary? and/ or What strategies could you use for learning all these new words? - Pair work - • Facilitate whole class feedback • Provide students with a checklist of vocabulary strategies. Encourage a strategic approachto the task.

8. (Example of LS checklist)Strategies for making learning vocabulary effective and enjoyable: • Planning: deciding when and for how long you will learn vocabulary. • Starting avocabulary notebook or a vocabulary sectionin your Spanish file. • Grouping wordsby topics, “families”, collocations…whatever works for you! • Learning short dialoguescontaining new words by heart. • Drawing picturesor simply associating words withmental pictures. • Reading the new words aloud,paying attention to stress. • Identifying these new words in audio materials or reading texts. • Monitoring: Asking yourselfwhich strategies work better for you. • Evaluating: once you have practised, testing yourself or asking someone else to test you.

9. STUDENTS’ FEEDBACKReported increase in LS awareness:

10. STUDENTS’ FEEDBACKReported increase in:

11. Emergent themes in students’ feedback • Reported increase in awareness/use of range of strategies ‘Now I know/use…’ • Reported increase of metacognitive strategies, especially planning ‘Now I plan/prioritise…’ • Reported increase in motivation, self-confidence and self-efficacy ‘I am more motivated/confident…’ ‘Now I know how to approach X’ • Reported achievement of ‘better results’

12. Positive feedback on motivation • ‘I am more motivatedto learn vocabulary by using these strategies’ • ‘I have always found it quite easy learning languages but now that I know these strategies I should use, I find it easier and this motivates me even more’ • ‘It motivated me to work systematically and to work on grammar and memorise vocabulary’ • ‘It has definitely motivated to work on my listening and reading and I enjoy the process’ • ‘The strategies help to increase motivation because a faster progress can be seen’

13. Positive feedback on confidence • ‘I now know that even if I don’t have Spanish course anymore, I can still learn well with the strategies.’ • ‘The strategies increased my abilitiesand resulted in increased confidence’ • ‘If you implement these strategies and really work at them you can feel your confidence rising as you are really able to take part in the class’ • ‘Knowing how to approach tasks has helped gain confidence’ • ‘I noticed that it’s not only me who has problems. Therefore I am not scared of making mistakes’

14. Positive feedback on efficacy (1) • ‘The discussions on strategies has given me a more structured, progressive way to learn Spanish’ • ‘I became more organized, especially with my notebook and in allocating time to revise. I tried many different strategies and like the variety of this approach. Still I am very willing to learn and improve my language further. And now I am sure that the progress is possible’ • ‘Before adopting the strategies my study was unproductive. I can now do much more in terms of study in shorter periods of time’

15. Positive feedback on efficacy (2) • “I now have a regular time for learning vocabulary and then any grammar structures associated with the topic area’ • “It is important to discuss the learning strategies in class because there are always new strategies to discover and try. Although I have already learned another language before, I have found out new ways to approach learning form other people’s experience’ • ‘I got to know new ways of learning. I have improved my learning skills. I understand more from listening if I revise my vocabulary before. That is the main change in my style of learning. It helps me with different subjects as well. Thank you’

16. Neutral/negative feedback • ‘Knowing the strategies doesn’t make me want to learn the language more’ • ‘Strategies haven’t really affected my motivation as I was highly motivated to do well in this subject from the beginning’ • ‘I just do not feel confident speaking in Spanish’ • ‘My confidence in these strategies had decreased, but overall my confidence has been high because I have enjoyed the module’ • ‘The truth is that I don’t follow other people’s strategies at all.I’ve got my own ones which I follow’

17. From teaching to research and professional development • To keep up to date on research studies related to: • LST frameworks • Effects of LST Cohen, A. and Macaro, E. (forthcoming) Language Learning Strategies: 30 Years of research. Oxford: OUP. • To learn more about action research methods

18. Bibliography Chamot, A. U. et al (1999) The Learning Strategies Handbook. New York State: Longman. Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press. Grenfell, M. and Harris, V. (1998) Modern Languages and Learning Strategies. London: Routledge. Hassan, X. et al. (2005) Strategy training in language learning – a systematic review of available research. In: Research Evidence in Education Library. London: EOOI-Centre, Social Science Research Unit, Institute of Education, University of London. Macaro, E. (2001) Strategies in Foreign and Second Language Classrooms: Learning to Learn. London: Cassell. O’Malley, M. and Chamot, A. U. (1990) Learning Strategies in Second Language Acquisition. Cambridge : Cambridge University Press. Oxford, R. (1990) Language Learning Strategies; What Every Teacher Should Know. Boston, MA: Heinle and Heinle.