View Item 
  •   UNISMA Repository
  • Lecturer Papers
  • LP - Faculty of Teacher Training and Education
  • LP - English Language Education
  • View Item
  •   UNISMA Repository
  • Lecturer Papers
  • LP - Faculty of Teacher Training and Education
  • LP - English Language Education
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Grammar Learning Strategies across Individual Differences and Their Relationship with Grammar Mastery

No Thumbnail [100%x80]
View/Open
Full-Text (283.9Kb)
Date
2020-04-20
Author
Mistar, Junaidi
Zuhairi, Alfan
Metadata
Show full item record
Abstract
As studies investigating the role of individual differences in influencing the use of grammar learning strategies were hardly found, the present study was carried out. The purposes of the study were three-fold: (1) to identify a postteriori classification of grammar learning strategies, (2) to investigate how individual differences correlate with grammar learning strategy use, and (3) to figure out the interrelationship among the identified grammar learning strategy categories as well as their correlation with grammar mastery. As such, a correlation research design was employed with 280 English education department students from five universities in East Java, Indonesia as the subjects of the study. They were asked to complete a set of questionnaires to measure their grammar learning strategies, language aptitude, personality traits, and attitude and motivation in learning English. In addition, a test of grammar was employed to measure their grammar mastery. A factor analysis applied to discern the types of grammar learning strategies resulted in the presence of six factors including directive cognitive strategies, social cognitive strategies, social affective strategies, directive metacognitive strategies, reflective metacognitive strategies, and social metacognitive strategies. Though it was found that the use of these six categories of grammar learning strategies was correlated to one another and that their use was correlated significantly with grammar mastery, only attitudinal and motivational attributes were found to associate with grammar learning strategy use, while language aptitude and personality were not. Implications of these findings were then discussed.
URI
https://www.asian-efl-journal.com/monthly-editions-new/2020-monthly-editions/volume-27-issue-2-1-april-2020/index.htm
http://repository.unisma.ac.id/handle/123456789/2424
Collections
  • LP - English Language Education

PRISMA Knowledge Center
Perpustakaan dan Kearsipan UNISMA
Telp: 0341-581613, Fax.: 0341-552249
Addr: Jln. MT. Haryono 193, Kota Malang
UNISMA Repository Quick Access 
Digilib UNISMA
Unicat Discovery
APPTNU Repository Group
 

 

Browse

All of CategoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

My Account

Login

PRISMA Knowledge Center
Perpustakaan dan Kearsipan UNISMA
Telp: 0341-581613, Fax.: 0341-552249
Addr: Jln. MT. Haryono 193, Kota Malang
UNISMA Repository Quick Access 
Digilib UNISMA
Unicat Discovery
APPTNU Repository Group
 

 

NoThumbnail