1. Piloting a framework for learner strategy training to support independent learning María Blanco-Hermida IWLP Spanish Co-ordinator IWLP Spanish Co-ordinator University of Westminster m.blanco@wmin.ac.uk

2. CONTENT 1. 1.Definitions of LS and LST 2. 2.From research to teaching 3. 3.Account of LST experience in 4 groups of Spanish beginners 4. 4.Students’ feedback 5. 5.From teaching to research and professional development

3. DEFINITIONS   Learner Strategies (LS) Mental or behavioural activities undertaken by the learner in order to facilitate their learning process.   Learner Strategy Training (LST) The process of training learners to become more self-directed and effective learners through the (improved) use of learning strategies.

4. From research to teaching Information, inspiration and encouragement Information, inspiration and encouragement from research studies on: LS taxonomies (Chamot and O’Malley, 1990; Oxford,1990) LST frameworks (Macaro, 2001; Grenfell and Harris, 1998) Effectiveness of LST (Hassan et al., 2005) Effects of LST (Chamot et al., 1999). Differences between successful and less successful language learners (Ellis, 1994)

5. Objectives of LST project 1. 1.To increase awareness and use of strategies, which can be used in/outside the class to learn vocabulary, grammar and develop the 4 skills. 2. 2.To promote a strategic approach to self-directed learning 3. 3.To increase students’ motivation and self-confidence.

6. LST implementation process 1. 1.Preparation   Reviewed research literature   Developed a research informed LST framework and materials 2. 2.Incorporated LST sessions in the appropriate places in the syllabus e.g. Wk 3 Strategies for listening Wk 5 Strategies for writing Allocated 10-15 m to each session. 3. 3.Conducted LST training and recorded reflections on a journal 4. 4.Obtained and analysed feedback

7. (Example of LST session) STRATEGIES FOR LEARNING VOCABULARY 1. 1.Presentation of the task e.g. list of new vocabulary on food and drink 2. 2.Motivate the students 3. 3.Elicit students’ previous knowledge Which useful strategies have you used in the past for learning vocabulary? and/ or What strategies could you use for learning all these new words? - Pair work - 4. 4.Facilitate whole class feedback 5. 5.Provide students with a checklist of vocabulary strategies. Encourage a strategic approach to the task.

8. (Example of LS checklist) Strategies for making learning vocabulary effective and enjoyable:   Planning: deciding when and for how long you will learn vocabulary.   Starting a vocabulary notebook or a vocabulary section in your Spanish file.   Grouping words by topics, “families”, collocations…whatever works for you!   Learning short dialogues containing new words by heart.   Drawing pictures or simply associating words with mental pictures.   Reading the new words aloud, paying attention to stress.   Identifying these new words in audio materials or reading texts.   Monitoring: Asking yourself which strategies work better for you.   Evaluating: once you have practised, testing yourself or asking someone else to test you.

9. STUDENTS’ FEEDBACK Reported increase in LS awareness: End of 1 st semester End of 2 nd semester Yes41.2%82.5% No7.9%0% Neither yes or no 11.7%15% Blanks39.2%2.5% Total100% Number of students 5140

10. STUDENTS’ FEEDBACK R eported increase in: End of 2 nd semestre MotivationSelf- confidence Positive comments 80% Neutral and negative comments 15%12.5% Blanks5%7.5% Total100% Number of students 40

11. Emergent themes in students’ feedback   Reported increase in awareness/use of range of strategies ‘Now I know/use…’   Reported increase of metacognitive strategies, especially planning ‘Now I plan/prioritise…’   Reported increase in motivation, self- confidence and self-efficacy ‘I am more motivated/confident…’ ‘Now I know how to approach X’  ’  Reported achievement of ‘better results’

12. Positive feedback on motivation   ‘I am more motivated to learn vocabulary by using these strategies’   ‘I have always found it quite easy learning languages but now that I know these strategies I should use, I find it easier and this motivates me even more’   ‘It motivated me to work systematically and to work on grammar and memorise vocabulary’   ‘It has definitely motivated to work on my listening and reading and I enjoy the process’   ‘The strategies help to increase motivation because a faster progress can be seen’

13. Positive feedback on confidence  ‘  ‘ I now know that even if I don’t have Spanish course anymore, I can still learn well with the strategies.’   ‘The strategies increased my abilities and resulted in increased confidence’   ‘If you implement these strategies and really work at them you can feel your confidence rising as you are really able to take part in the class’   ‘Knowing how to approach tasks has helped gain confidence’   ‘I noticed that it’s not only me who has problems. Therefore I am not scared of making mistakes’

14. Positive feedback on efficacy (1)   ‘The discussions on strategies has given me a more structured, progressive way to learn Spanish’   ‘I became more organized, especially with my notebook and in allocating time to revise. I tried many different strategies and like the variety of this approach. Still I am very willing to learn and improve my language further. And now I am sure that the progress is possible’   ‘Before adopting the strategies my study was unproductive. I can now do much more in terms of study in shorter periods of time’

15. Positive feedback on efficacy (2)   “I now have a regular time for learning vocabulary and then any grammar structures associated with the topic area’   “It is important to discuss the learning strategies in class because there are always new strategies to discover and try. Although I have already learned another language before, I have found out new ways to approach learning form other people’s experience’   ‘I got to know new ways of learning. I have improved my learning skills. I understand more from listening if I revise my vocabulary before. That is the main change in my style of learning. It helps me with different subjects as well. Thank you’

16. Neutral/negative feedback   ‘ Knowing the strategies doesn’t make me want to learn the language more’   ‘Strategies haven’t really affected my motivation as I was highly motivated to do well in this subject from the beginning’   ‘I just do not feel confident speaking in Spanish’   ‘My confidence in these strategies had decreased, but overall my confidence has been high because I have enjoyed the module’   ‘The truth is that I don’t follow other people’s strategies at all. I’ve got my own ones which I follow’

17. From teaching to research and professional development   To keep up to date on research studies related to: LST frameworks Effects of LST Cohen, A. and Macaro, E. (forthcoming) Language Learning Strategies: 30 Years of research. Oxford: OUP.   To learn more about action research methods

18. Bibliography Chamot, A. U. et al (1999) The Learning Strategies Handbook. New York State: Longman. Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press. Grenfell, M. and Harris, V. (1998) Modern Languages and Learning Strategies. London: Routledge. Hassan, X. et al. (2005) Strategy training in language learning – a systematic review of available research. In: Research Evidence in Education Library. London: EOOI-Centre, Social Science Research Unit, Institute of Education, University of London. Macaro, E. (2001) Strategies in Foreign and Second Language Classrooms: Learning to Learn. London: Cassell. O’Malley, M. and Chamot, A. U. (1990) Learning Strategies in Second Language Acquisition. Cambridge : Cambridge University Press. Oxford, R. (1990) Language Learning Strategies; What Every Teacher Should Know. Boston, MA: Heinle and Heinle.