Learning Strategy Instruction

Language learning strategy instruction is a teaching approach that aims to raise learner awareness of learning strategies and provide learners with systematic practice, reinforcement and self-monitoring of their strategy use while attending to language learning activities.

The underlying assumption of strategy instruction is, if learners explore 'how', 'when' and 'why' to use language learning strategies, and evaluate and monitor their own learning (Cohen, 1998, p.69), then they can take a more active role in language learning process. In becoming active participants in the learning process, learners can become more efficient and positive in their approach to learning. Through this reactive approach (Hedge, 1993, p.92) to learning, learners' knowledge of learning strategies becomes procedural (O'Malley & Chamot, 1995, p.145) and a positive backwash effect on motivation levels, self-efficacy, learner autonomy, transfer skills and language proficiency will result. 

Research on language learning strategy instruction been interested in verifying the effectiveness of strategy training. Researchers have experimented with instructing language learners to use selected learning strategies as a way to improve language performance. Cohen and Aphek (1980) trained learners of Hebrew how to recall new words by using 'paired associations’ and found that better performance in recall tasks occurred when learners formed associations than when associations were not formed (Ellis, 2002, p.157). In an investigation by Weinstein (1978) ninth grade students were trained in how to use a variety of elaboration strategies and apply them to reading comprehension and memory tasks. The positive results showed students trained in elaboration strategies significantly outperformed the students who received no training (O'Malley & Chamot, 1995, p. 68). In a training project to develop self-evaluation and monitoring strategies, Wenden (1987) reports that providing students with a checklist of criteria to self-evaluate their oral production resulted in successful use of self-evaluation as a learning strategy. The consensus of these investigations and others (Bialystok 1983; Gagne 1985; Sano 1999; Johnson 1999; Dadour 1996) tell us that language learning strategies are 'teachable' and training language learners to use selected learning strategies can have positive effects on task performance and the language learning process. 

Research on strategy instruction has also investigated the instructional sequences used by language instructors (not researchers) to implement strategy instruction into foreign language lessons. One of the research interests of Chamot et al. (1988) was to discover how three regular classroom teachers actually integrated strategy instruction into their Spanish and Russian foreign language class activities. The results showed that although 'each participating instructor had an individual way of providing learning strategy instruction' (O'Malley & Chamot, 1995, p. 183), all three instructors opted for direct instruction (informing students of the purpose and value of strategies) and followed a structured sequence of introducing, practicing, reinforcing and evaluating strategy use each language activity. 

Research by Robbins (1996) and Grunewald (1999) also provides insights into instructional sequences and teaching approaches. In her research to discover the feasibility of learning strategies instruction in Japan, Robbins (1996) provides a qualitative description of the instructional sequence used to implement strategy instruction at two universities in Kyoto. As a framework for strategy instruction, Robbins used the Problem-Solving Process Model. During each lesson, students were instructed to use the model to plan, monitor, use and evaluate strategies as they attended to language learning tasks. The instructional sequence for each lesson included modeling, explaining, encouraging, and prompting the use of strategies. Grunewald's action research (1999) also provides empirical evidence of how strategies instruction has been integrated into foreign language lessons. As a teacher of German in a Japanese university, Grunewald developed an optional supplementary system of useful language learning techniques (strategies). For each lesson, supplementary learning strategies were identified for each language skill presented in the course book and direct instruction of these strategies were integrated into the weekly language lessons. The teaching approach used for strategies instruction included awareness raising, explicit naming of strategies, practice and self-evaluation and monitoring.