A strategic learning model for language learning
Keywords:
strategic learning, mother tongue, metacognition, community of practiceAbstract
The current study reports the findings emerging from the use of a modified instructional approach to learn another language based on learning strategies as originally devised by Chamot (2004) to provide pre-service teachers with basic communicative competences. The mother tongue is of vital importance when learning another language as there are transferrable
strategies that can be used to support this process. The modified model employed both individual and group reflection to facilitate metacognition in a community of practice. The study followed a case study methodology within a mixed-methods approach including a questionnaire and reflective diaries written by 32 participants, five of whom were randomly chosen as the sample. The data interpretation was carried out according to the principles of phenomenology and consisted of percentages as well as frequency and thematic analyses, respectively. The findings showed that the modified language learning strategy model developed a greater use of direct and indirect strategies and contributed to generate, encourage and support the acquisition and basic communicative competences in another language.
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