Language learning strategy use of ESL students in an intensive English learning context

By Kyungsim Hong-Nam, Alexandra G. Leavell. 2006

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Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English (2011, methodology): “…seeking opportunities to use the language, cooperating with their peers, etc. 5.2 Strategy use by gender Contrary to most research findings (e.g., Hong-Nam & Leavell, 2006; Khalil, 2005; Oxford, 1990; Oxford & Ehrman, 1995), male students in this study used more learning strategies than did…”
The seven sins of L2 research: A review of 30 journals’ statistical quality and their CiteScore, SJR, SNIP, JCR Impact Factors (2019, methodology): “For example, studies using the Strategy Inventory for Language Learning (Oxford, 1990) often reported internal reliability (see Hong-Nam & Leavell, 2006; Radwan, 2011), despite calls for the need to also consider validity evidence for this instrument (Tseng, Dörnyei, & Schmitt, 2006).”
Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context (2012, methodology): “However, this average was somewhat lower than those obtained in other populations that have taken the SILL in other countries (see Osanai, 2000; Yang, 1995; Hong-Nam and Leavell, 2006).”
Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender (2017, result): “This is consistent with findings by Al-Otaibi (2004) and Hong-Nam and Leavell (2006).”