Language Learning Strategy Use of Bilingual Foreign Language Learners in Singapore

By G. Wharton. 2000

562 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b197cd922602e83774c5d596e2812f8a8de063aa

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Citations in the corpus

• Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English (2011, background): “Research examining the use of learning strategies by different proficiency groups showed a linear relationship between the two factors (e.g. Green and Oxford, 1995; Khalil, 2005; Wharton, 2000).”
• Language learning strategy use of ESL students in an intensive English learning context (2006, methodology): “98 making it a trusted measure for gauging students’ reported language learning strategy use (Bremner, 1998; Oxford and Burry-Stock, 1995; Park, 1997; Sheorey, 1999; Wharton, 2000).”
• Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context (2012, background): “…coefficients for the SILL ranging from .85 to .98, making it a trusted measure for gauging students’ reported language learning strategy use (Bremner, 1998; Oxford and Burry-Stock, 1995; Park, 1997; Sheorey, 1999; Wharton, 2000; Al-Otaibi, 2004; Griffiths, 2007; Paredes, 2010; Leung, 2011).”
• Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender (2017, methodology): “According to Ellis (994) Oxford’s SILL is considered as the most comprehensive classification of LLS and has been used extensively for collecting data on large numbers of language learners across the globe (Green & Oxford, 1995; Wharton, 2000; Hsiao & Oxford, 2002; Lan & Oxford, 2003).”
• The Relationship between Language Learning Strategy Use, Language Proficiency Level and Learner Gender (2013, background): “Also, despite the fact that high use of social strategies in this study somehow contradicted with the findings of Polizter and and Chamot (1990), who reported that Asian second language learners tended to use more rote learning and language rules and less communicative strategies, it matched with th”
• The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey (2010, background): “The use of language learning strategies is consistently linked with language proficiency (Green & Oxford, 1995; Wharton, 2000).”
• ISSUES IN LANGUAGE LEARNING STRATEGY RESEARCH AND TEACHING (2004, methodology): “More proficient language learners use a greater variety and often a greater number of learning strategies (Anderson, 2005; Bruen, 2001; Chamot & El-Dinary, 1999; Green & Oxford, 1995; O’Malley & Chamot, 1990; Wharton, 2000).”
• Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives (2006, unknown): “Most of these factors are related to students’ language proficiency (Green & Oxford, 1995; Wharton, 2000), motivation (Ehrman, 1990; Oxford & Nyikos, 1989), gender (Goh & Kwah, 1997; Oxford, 1993), career orientation (Chamot, 1987; Ehrman & Oxford, 1989) and educational setting (Carson & Longhimi,…”
• An Investigation into the Factors Affecting the Use of Language Learning Strategies by Persian EFL Learners. (2008, background): “Our findings with respect to the gender effect on the use of strategy categories support the results reported by Wharton (2000).”
• LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005, methodology): “It has also been used in studies to correlate strategy use with variables such as learning styles, gender, proficiency level, culture, and task (Bedell & Oxford, 1996; Bruen, 2001; Green & Oxford, 1995; Oxford, Cho, Leung, & Kim, 2004; Nyikos & Oxford, 1993; Oxford & Burry-Stock, 1995; Wharton, 2000”