The Effect of MTI on L2 Proficiency and Learning Strategies
The Effect of MTI on L2 Proficiency and Learning Strategies
Keywords: learning strategies, Memory Trigger Instruction
Yen, Shu-chin and Chou, Tun-whei
Wenzao Ursuline College of Languages, Taiwan, China
Bio Data
Shu-chin Yen is currently an assistant professor in the English Department at Wenzao Ursuline College of Languages in Taiwan. Her research interests lie in Academic writing, language learning strategies and computer assisted language learning.
Tun-Whei Isabel Chuo is currently an associate professor in the English Department and the Graduate Institute of Foreign Language Education and Cultural Industries at Wenzao Ursuline College of Languages in Taiwan. She also serves as the director for the English Teaching and Learning Resource Center in Southern Taiwan. She received her master’s degree in Applied Linguistics from Penn State University and her Ed.D. degree in Curriculum and Instruction with an emphasis on TESOL from La Sierra University.
Studies on the use of learning strategies indicate that memory strategy and affective strategy are the strategies least used by Asian students (including Taiwanese students). This study investigates whether Memory Trigger Instruction (MTI) will increase students use of memory strategy, and whether this will result in an increase in students overall English proficiency and use of other learning strategies. Four techniques of MTI are employed in the English as a Foreign Language (EFL) classroom. The participants are divided into MTI and Traditional Instruction (TI) groups. The College Student English Proficiency Test (CSEPT) and the Strategy Inventory of Language Learning (SILL) are administered before and after the MTI treatment. Results suggest that MTI can significantly increase students use of memory strategy and students English proficiency. However, MTI appears to have no effect on students choice of other learning strategies. Implications of these results for future development of memory strategy instruction are: first, development and evaluation of a greater variety of mnemonic techniques is likely to increase the effectiveness of MTI; second, MTI could be extended to other areas of language instruction, such as listening, speaking and writing.
See pages 9-28
Category: Main Editions, Volume 11 Issue 3
