Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students

Khoiriyah Khoiriyah(1*), Soeparto Soeparto(2),

(1) University of Muhammadiyah Malang
(2) University of Muhammadiyah Malang
(*) Corresponding Author




DOI: https://doi.org/10.26858/eralingua.v6i2.35941

Abstract


Abstract. This research aims to analyze the students’ language learning strategies (henceforth LLSs) in online CLIL-oriented classroom and to explore the students’ suggestions toward their online learning in relation to their LLSs. Through a mixed-method, this research involved nineteen students who were enrolled in the psychology department's "International Class" at an Indonesian private university. Strategy Inventory for Language Learning (SILL) questionnaire was distributed followed by conducting semi-structured interview. The finding revealed that all of the participants utilized all of LLSs such as memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies. Cognitive and metacognitive strategies were considered as the most dominant strategies used during online learning, while affective and social strategies were the least preferable strategies. Based on the student’ response, this might be due to the fact that students are fully responsible for managing the overall learning process and evaluating their learning more frequently to achieve the learning goals, including content knowledge and academic language learning, when using online learning modes, either synchronous or asynchronous, Thus, some suggestions were addressed in terms of lecturers’ scaffolding, structured pre-class activities and collaborative learning. In conclusion, the students adopted high cognitive and metacognitive strategies followed by compensation strategies and other strategies such as social, memory and affective strategies respectively. Yet,CLIL teachers were also suggested to provide online learning activities which also facilitate social strategies as it was deemed by students to have more active participation in online classes. This provides some insight and pedagogical suggestions how EFL teachers or content teachers to facilitate their students to have more effective learning process based on their learning strategies.

Keywords: Language Learning Strategies; Online CLIL classroom; Students’ voices

Full Text:

PDF

References


Arham, M., & Akrab, A. H. (2018). Delving into content lecturers’ teaching capability in Content Language Integrated Learning (CLIL) at an Indonesian university. The Asian ESP Journal, 14(7.2), 68–89.

Ariffin, K., Halim, N. A., & Darus, N. A. (2021). Discovering students’ strategies in learning English online. Asian Journal of University Education, 17(1), 261–268. https://doi.org/10.24191/ajue.v17i1.12695

Banegas, D. L. (2018). Learning subject-specific content through ESP in a Geography teaching programme: An action research story in Argentina. English for Specific Purposes, 50, 1–13. https://doi.org/10.1016/j.esp.2017.11.001

Baranova, T., Mokhorov, D., Kobicheva, A., & Tokareva, E. (2021). Assessment of the application of content and language integrated learning in a multilingual classroom. Education Sciences, 11(12). https://doi.org/10.3390/educsci11120808

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007

Bruen, J. (2017). Language learning strategies for reading comprehension: assessing the strategy use of young adults at beginners’ level taking Chinese, German, Japanese or Spanish as foreign languages at university. The Language Learning Journal, 48(2), 170–186. https://doi.org/10.1080/09571736.2017.1370606

Carloni, G. (2018). English-taught programs and scaffloding in CLIL Settings: A case study. La Didattica Delle Lingue Nel Nuovo Millennio, 2, 483–498. https://doi.org/10.14277/6969-227-7/SR-13-29

Chostelidou, D., & Griva, E. (2014). Measuring the Effect of Implementing CLIL in Higher Education: An Experimental Research Project. Procedia - Social and Behavioral Sciences, 116, 2169–2174. https://doi.org/10.1016/j.sbspro.2014.01.538

Costa, F., & PLADEVALL-BALLESTER, E. (2020). Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning. EuroAmerican Journal of Applied Linguistics and Languages, 7(1), 1–10. https://doi.org/10.21283/2376905x.11.202

Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambrigde.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed method approaches. SAGE Publications Inc.

Creswell, J. W., & Clark, V. L. P. (2018). Desiging and conducting mixed methods research. SAGE Publications.

Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? In Annual Review of Applied Linguistics (Vol. 31, pp. 182–204). https://doi.org/10.1017/S0267190511000092

Danko, M., & Dečman, M. (2019). The strategy inventory for second language learning: Tested, adapted, and validated in the slovenian higher education context. ESP Today, 7(2), 207–230. https://doi.org/10.18485/esptoday.2019.7.2.5

de Zarobe, Y. R., & Smala, S. (2020). Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings. Journal for the Psychology of Language Learning, 2(2), 20–35. https://doi.org/10.52598/jpll/2/2/3

Fitriani, I. (2016). Grass roots’ voices on the CLIL implementation in tertiary education. Dinamika Ilmu, 16(2), 211–220. https://doi.org/10.21093/di.v16i2.320

Goris, J. A., Denessen, E. J. P. G., & Verhoeven, L. T. W. (2019). Effects of content and language integrated learning in Europe: A systematic review of longitudinal experimental studies. European Educational Research Journal, 18(6), 675–698. https://doi.org/10.1177/1474904119872426

Graaff, R. De, Koopman, G. J., & Westhoff, G. (2007). Identifying Effective L2 Pedagogy in Content and Language Integrated Learning. Vienna English Working Papers, 16(3), 12–19.

Habók, A., Magyar, A., & Molnár, G. (2022). Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.867714

Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88. https://doi.org/10.1177/1362168814541736

Iksan, M. (2021). Language Learning Strategies: How the Islamic Learners in IAIN Palopo Learn English. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(2), 358. https://doi.org/10.24256/ideas.v9i2.2308

Izzah, I., Rafli, Z., & Ridwan, S. (2018). The model of Bahasa Indonesia teaching materials taken from stories in Quran taught with content and language integrated learning approach. Language Circle: Journal of Language and Literature, 12(2), 123–142. https://doi.org/10.15294/lc.v12i2.14172

Jaekel, N. (2020). Language learning strategy use in context: The effects of self-efficacy and CLIL on language proficiency. IRAL - International Review of Applied Linguistics in Language Teaching, 58(2), 195–220. https://doi.org/10.1515/iral-2016-0102

Jarosz, A. (2021). Incidental Development of Pronunciation Learning Strategies. Research in Language, 19(3), 267–282. https://doi.org/10.18778/1731-7533.19.3.03

Javed, M., & Ali, A. (2018). Analyzing the use of language learning strategies among high and low achievers. Journal of Research and Reflections in Education, 12(1), 25–44.

Kao, Y. T. (2020). Understanding and addressing the challenges of teaching an online CLIL course: a teacher education study. International Journal of Bilingual Education and Bilingualism, 0(0), 1–20. https://doi.org/10.1080/13670050.2020.1713723

Keezhatta, M. S. (2020). The Effect of Language Learning Strategies on Learners‟ Achievement and Attitude. International Journal of Psychosocial Rehabilitation, 24(4), 7066–7083. https://doi.org/10.37200/ijpr/v24i4/pr2020521

Khoiriyah, K. (2021). Flipping the classroom to enhance EFL students’ listening skill. Journal on English as a Foreign Language, 11(1), 21–41. https://doi.org/10.23971/jefl.v11i1.2010

Kuama, S. (2016). Students’ strategy use in the online English learning [Prince of Songkla University, Hat Yai, Thailand.]. In Unpunlished Master’s thesis. https://www.infodesign.org.br/infodesign/article/view/355%0Ahttp://www.abergo.org.br/revista/index.php/ae/article/view/731%0Ahttp://www.abergo.org.br/revista/index.php/ae/article/view/269%0Ahttp://www.abergo.org.br/revista/index.php/ae/article/view/106

Lado, A., & Wright, A. (2017). Practical Language Learning Strategies that Increase Science Learning and Engagement. Teaching Science to English Language Learners, 191–217. https://doi.org/10.1007/978-3-319-53594-4_9

Lee, Y. Y., & Martin, K. I. (2019). The flipped classroom in ESL teacher education: An example from CALL. Education and Information Technologies. https://doi.org/10.1007/s10639-019-10082-6

Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25–30. https://doi.org/10.33365/jeltl.v1i1.242

Lestari, S., & Setiyawan, R. (2020). Technology Era, Global English, CLIL: Influence and its Impact on English Teaching for Young Learners in Indonesia. IOP Conference Series: Earth and Environmental Science, 469(1). https://doi.org/10.1088/1755-1315/469/1/012094

Li, D., & Zhang, L. (2022). Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach. Language Teaching Research, 26(3), 333–360. https://doi.org/10.1177/1362168820903340

Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity and Education, 16(4), 228–244. https://doi.org/10.1080/15348458.2017.1328283

Liu, Y. (2020). Translanguaging and trans-semiotizing as planned systematic scaffolding: examining feeling-meaning in CLIL classrooms. English Teaching and Learning, 44(2), 149–173. https://doi.org/10.1007/s42321-020-00057-z

Mahan, K. R. (2022). The comprehending teacher: scaffolding in content and language integrated learning (CLIL). Language Learning Journal, 50(1), 74–88. https://doi.org/10.1080/09571736.2019.1705879

Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL.pdf.

Nazari, A., & Warty, T. (2018). Academic Subject Areas and English Language Learning Strategies: Any Relationships? Journal of Language and Education, 4(3), 58–68. https://doi.org/10.17323/2411-7390-2018-4-3-58-68

Nesrine Aoudjit, B. (2018). Using Oxford’s Strategy Inventory of Language Learning (SILL) to assess the strategy use of a group of first and third year EFL Algerian university students. American Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS), 42(1), 166–187. https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/4019/1447

Nikula, T., Dafouz, E., Moore, P., & Smit, U. (2017). Conceptualising integration in CLIL and multilingual education. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2017.1416753

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge Univeristy Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle Publisher.

Oxford, R. L. (2016). Teaching and Researching Language Learning Strategies. Routledge. https://doi.org/10.4324/9781315719146

Oxford, R. L. (2018). Chapter 9 Language Learning Strategies. The Cambridge Guide to Learning English as a Second Language, 81–90. https://doi.org/10.1017/9781009024761.012

Park, H. R., & Kim, D. (2017). English language learners’ strategies for reading online texts: Influential factors and patterns of use at home and in school. International Journal of Educational Research, 82(October), 63–74. https://doi.org/10.1016/j.ijer.2017.01.002

Pawlak, M., & Oxford, R. L. (2018). Conclusion: The future of research into language learning strategies. Studies in Second Language Learning and Teaching, 8(2), 525–535. https://doi.org/10.14746/ssllt.2018.8.2.15

Ranjan, R., Philominraj, A., & Saavedra, R. A. (2021). On the relationship between language learning strategies and language proficiency in Indian Universities. International Journal of Instruction, 14(3), 73–94. https://doi.org/10.29333/iji.2021.1435a

Ruiz de Zarobe, Y., & Zenotz, V. (2018). Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time? International Journal of Bilingual Education and Bilingualism, 21(3), 319–331. https://doi.org/10.1080/13670050.2017.1391745

Saks, K., & Leijen, Ä. (2016). Adapting the SILL to measure Estonian learners’ language learning strategies: the development of an alternative model. The Language Learning Journal, 46(5), 634–646. https://doi.org/10.1080/09571736.2016.1191169

Sarip, M. (2019). Improving Arabic speaking learning through content and language integrated learning approach in PSPBA FBS UNJ. Jurnal International Seminar on Languages, Literature, Arts and Education (ISLLAE), 1(1), 131–137.

Satayev, M., Balta, N., Shaymerdenovna, I. R., Fernández-Cézar, R., & Alcaraz-Mármol, G. (2022). Content and Language Integrated Learning implementation through team teaching in Biology lessons: A quasi-experimental design with university students. Frontiers in Education, 7, 1–11. https://doi.org/10.3389/feduc.2022.867447

Shen, M., & Chiu, T. (2019). EFL Learners’ English Speaking Difficulties and Strategy Use. Education and Linguistics Research, 5(2), 88. https://doi.org/10.5296/elr.v5i2.15333

Simbolon, N. E. (2016). School of Education Lecturers’ Perspectives on English Medium Instruction (EMI) practice in Indonesian Higher Education.

Simbolon, N. E. (2020). CLIL practice in a maritime English course: EFL students’ perception. EduLite: Journal of English Education, Literature and Culture, 5(2), 263–276. https://doi.org/10.30659/e.5.2.263-276

Stander, M. (2020). The Relationship between Language Learning Strategies and Language Proficiency amongst Multilingual L2 Students. Scrutiny2, 25(1), 86–103. https://doi.org/10.1080/18125441.2020.1809505

Sugiartha, P. A. H. (2021). Language Learning Strategies Used by The Students in Learning English Through Online. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(2), 156–163.

Sulaiman, S. S. (2020). An analysis on the students’ language learning strategies in learning English. Vision: Journal for Language and Foreign Language Learning, 9(1). https://doi.org/10.21580/vjv9i14473

Sumartana, M., Sadiyani, W., Widanta, R. J., Ardika, D., Sitawati, R., & Suciani, K. (2019). Effectiveness of Content-Language Integrated Learning (CLIL) Toward Students’ English Competence. Advances in Social Science, Education and Humanities Research, 354(iCASTSS), 383–386. https://doi.org/10.2991/icastss-19.2019.81

Suwanarak, K. (2019). Use of learning strategies and their effects on English language learning of Thai adult learners. 3L The Southeast Asian Journal of English Language Studies, 25(4), 99–120. https://doi.org/10.17576/3l-2019-2504-07

Taghinezhad, A., Azizi, M., Shahmohammadi, S., Kashanifar, F. S., & Azadikhah, M. (2016). Comparing the Effects of Direct and Indirect Learning Strategies on Iranian EFL Learners ’ Vocabulary Learning. Journal of Applied Linguistics and Language Research, 3(1), 133–143.

Thekes, I. (2016). An empirical study into Hungarian young learners’ English as a foreign language learning strategies. International Journal of Research Studies in Language Learning, 5(5). https://doi.org/10.5861/ijrsll.2016.1359

Van Kampen, E., Meirink, J., Admiraal, W., & Berry, A. (2017). Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands. International Journal of Bilingual Education and Bilingualism, 1–17. https://doi.org/10.1080/13670050.2017.1411332

Van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27(July 2018), 71–89. https://doi.org/10.1016/j.edurev.2019.02.001

Wijirahayu, S. (2019). Religious Value, Content Language Integrated Learning and a Model of Students’ Character Building in Nutrition Study Program. January, 28–32. https://doi.org/10.5220/0008371500280032

Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., & Paas, F. (2019). Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review. International Journal of Human-Computer Interaction, 35(4–5), 356–373. https://doi.org/10.1080/10447318.2018.1543084

Yamano, Y. (2013). Utilizing the CLIL approach in a Japanese primary school: A comparative study of CLIL and regular EFL lessons. Content and Language Integrated Learning in Spanish and Japanese Contexts: Policy, Practice and Pedagogy, 2(1), 91–124. https://doi.org/10.1007/978-3-030-27443-6_5

Yang, W. (2015). Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382. https://doi.org/10.1080/13670050.2014.904840

Yang, W. (2018). The deployment of English learning strategies in the CLIL approach: A comparison study of Taiwan and Hong Kong tertiary level contexts. ESP Today, 6(1), 44–64. https://doi.org/10.18485/esptoday.2018.6.1.3

Yunus, N. M., & Singh, K. K. a/p M. (2014). The Use of Indirect Strategies in Speaking: Scanning the MDAB Students. Procedia - Social and Behavioral Sciences, 123, 204–214. https://doi.org/10.1016/j.sbspro.2014.01.1416


Article Metrics

Abstract view : 518 times | PDF view : 1 times

Refbacks

  • There are currently no refbacks.


Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

Flag Counter

 

Eralingua has been indexed by: