LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH

By A. U. Chamot. Annual Review of Applied Linguistics, 2005

767 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8c6c3c13073e0292d2aa10a830c053359df15d56

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Citations in the corpus

Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer (2012, background): “Table 3 CALLA model (Chamot 2005; Chamot et al. 1999)”
Learning Styles, Personality Types and Reading Comprehension Performance. (2012, background): “However, it is behind the scope of this study to define all the above learning style categories and their classifications (see Chamot, 2005 for recent classifications and related issues).”
Raising the Achievement of Young-beginner Readers of French through Strategy Instruction (2008, methodology): “Rather, it is the effective use of combinations of context-specific and task-specific strategies that promote learning (Chamot 2005; Cohen 1998; Graham 1997; Macaro 2001, 2006; Vann and Abraham 1990); (f) that teachers would be better off spending time on teaching the language rather than wasting…”
Recent developments in second and foreign language listening comprehension research (2007, background): “L2 listening success emerges from these studies (O’Malley & Chamot 1990; Goh 2002b; Vandergrift 2003a; Chamot 2005).”
Learning analytics to unveil learning strategies in a flipped classroom (2017, unknown): “Research into student learning tactics and strategies has primarily relied on self-reports that are typically collected through questionnaires or think-aloud protocols (Bannert, Reimann, & Sonnenberg, 2013; Chamot, 2005; Hill & Hannafin, 1997).”
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, methodology): “What should be advocated is an incorporation of explicit strategy training into the usual reading instruction procedures (Chamot, 2005; O’Malley & Chamot, 1990; Zhang, 2008; see also Zhang, 2003, for a review of research on Chinese ELF learners, especially in relation to strategy-based instruction).”
The Relationship Between Reading Self-efficacy Beliefs, Reading Strategy Use and Reading Comprehension Level of Iranian EFL Learners (2012, background): “Many studies (Chamot, 2005; Zhang, 2008) have attended to the importance of understanding the type of reading strategies used by good readers and the differences in reading strategy use between more and less effective readers.”
VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “…that less skilled listeners tend to approach the input through mental word-to-word translation (Vandergrift, 2003b ), whereas more skilled listeners appear to make greater use of cognitive and metacognitive strategies; that is, they draw on top-level cues (Chamot, 2005 ; Vandergrift, 2003a ).”
An Investigation Into Second Language Aptitude for Advanced Chinese Language Learning (2013, background): “Researchers have speculated that strategies matter less for listening and speaking than for reading (Chamot, 2005; Farrell & Mallard, 2006) because in listening and speaking the importance of social and interactive skills overwhelms the effect of strategy use (Nakatani & Goh, 2007); reading, of cour”
Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender (2017, background): “In other words, LSs are procedures that facilitate learning tasks (Chamot, 2005).”
Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance (2006, methodology): “Since none of the measurement methods is ideal (see Chamot, 2005; Wigglesworth, 2005, for discussion of elicitation techniques), we only do the best for what we can get.”
Why Use Music in English Language Learning? A Survey of the Literature. (2013, background): “…with the learner strategy literature in general, there are a number of researchers who remain enthusiastic about the value of language learner strategies (Oxford, 1990; Naiman, Frohlich, Stern & Todesco, 1996; Chamot, 2005), suggesting that a more genuine interaction occurs (Lam & Wong, 2000).”
The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. (2010, background): “Similarly, Chamot (2005) points out that less successful language learners do not have the metacognitive knowledge needed to select appropriate strategies.”
Metacognitive Strategy Use and Academic Reading Achievement : Insights from a Chinese Context (2013, methodology): “Many studies (Carrell, 1995; Wenden, 2001; Chamot, 2005) have addressed the positive effects of utilizing metacognitive strategies in the reading process.”