Open AccessStrategy instruction and transfer in the EFL classroom
Author(s) -
Robyn Lee Najar
Publication year - 2019
Publication title -
forum for linguistic studies
Language(s) - English
Resource type - Journals
eISSN - 2705-0610
pISSN - 2705-0602
DOI - 10.18063/fls.v1i1.1086
Subject(s) - generalizability theory , transfer of training , task (project management) , mathematics education , computer science , transfer of learning , reading comprehension , foreign language , english as a foreign language , focus on form , instructional design , reading (process) , psychology , knowledge management , linguistics , artificial intelligence , engineering , developmental psychology , philosophy , grammar , systems engineering
This study examines the generalizability of research in the areas of instruction; learning; and transfer of learning to the role these play in the area of the use of strategic competencies in foreign language contexts (FLC). While previous studies have tended towards a focus on learner variables, this study includes the conditions of applicability with a task that can impact learning and transfer as well. The contributions of both variables, learner and task, were investigated through note-taking strategy instruction and transfer, to ascertain the effect on reading comprehension of textual materials in the English as a foreign language (EFL) classroom. Learning was measured as a precursor to transfer. In order to investigate the role of instruction and transfer in the transfer of strategy use, a mixed design using both qualitative and quantitative approaches for design and analysis was used. Findings suggest that the relationship between instruction and transfer as represented by strategy use and task performance is a multidimensional one, and that there are implications for language learning instruction in the foreign language classroom.