Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

Saad Fathy Shawer
  • TESOL Journal, April 2015, Wiley
  • DOI: 10.1002/tesj.202

Four Language Skills Performance and Academic Achievement

What is it about?

This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use of survey research, questionnaires, achievement and proficiency test scores, and multiple regression analysis. Results show EFL and ASL students share similar use of six LLS (memory, cognitive, compensation, metacognitive, affective, and social). The six categories predict academic achievement and four skills performance in different ways. Memory and cognitive strategies predict neither academic achievement nor four skills performance. Compensation strategies predict listening performance, whereas metacognitive strategies predict academic achievement and writing performance. Productive and receptive skills share similar information processing operations in terms of strategy use. Affective strategies predict reading and listening performance, whereas social strategies predict writing and speaking performance. The study made recommendations for curriculum and instruction.

Why is it important?

This article is important for providing insights about how learning strategies guide the four language skills instruction as well as overall academic performance. the study highlights the close links between strategy use and student learning outcomes.

Perspectives

Professor saad f shawer
Al Azhar University

Writing this article was a great pleasure as it gave me the opportunity to deal with students from various backgrounds and nationalities. This helped me to monitor the possible links between ethnicity and learning processing.

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http://dx.doi.org/10.1002/tesj.202

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