Florida International University FIU Digital Commons FIU Electronic Theses and Dissertations University Graduate School 6-22-2010 Language Learning Strategy Use by Colombian Adult English Language Learners: A Phenomenological Study Elsie E. Paredes Florida International University, [email protected] DOI: 10.25148/etd.FI10080401 Follow this and additional works at: https://digitalcommons.fiu.edu/etd Part of the Adult and Continuing Education Administration Commons Recommended Citation Paredes, Elsie E., "Language Learning Strategy Use by Colombian Adult English Language Learners: A Phenomenological Study" (2010). FIU Electronic Theses and Dissertations. 225. https://digitalcommons.fiu.edu/etd/225 This work is brought to you for free and open access by the University Graduate School at FIU Digital Commons. It has been accepted for inclusion in FIU Electronic Theses and Dissertations by an authorized administrator of FIU Digital Commons. For more information, please contact [email protected]. FLORIDA INTERNATIONAL UNIVERSITY Miami, Florida LANGUAGE LEARNING STRATEGY USE BY COLOMBIAN ADULT ENGLISH LANGUAGE LEARNERS: A PHENOMENOLOGICAL STUDY A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in ADULT EDUCATION AND HUMAN RESOURCE DEVELOPMENT by Elsie Elena Paredes 2010 To: Interim Dean Delia C. Garcia College of Education This dissertation, written by Elsie Elena Paredes, and entitled Language Learning Strategy Use by Colombian Adult English Language Learners: A Phenomenological Study, having been approved in respect to style and intellectual content, is referred to you for judgment. We have read this dissertation and recommend that it be approved. ____________________________________ Dawn Addy ____________________________________ Hilary Landorf ____________________________________ Aixa Perez-Prado ____________________________________ Thomas Reio ____________________________________ Tonette S. Rocco, Major Professor Date of Defense: June 22, 2010 The dissertation of Elsie Elena Paredes is approved. ____________________________________ Interim Dean Delia C. Garcia College of Education ____________________________________ Interim Dean Kevin O’Shea University Graduate School Florida International University, 2010 ii DEDICATION To my father, Santiago Paredes, for having instilled in me the value of education and for being my guide and inspiration throughout my life. To my mother, Elsie Nassi, for showing me the real meaning of love and for dedicating her whole life to the care of her children. Thank you both for your faith in me. I love you! iii ACKNOWLEDGMENTS I wish to express my sincere gratitude and appreciation to the members of my dissertation committee, Drs. Addy, Landorf, Perez-Prado, Rocco, and Reio for their guidance, support, and encouragement throughout this dissertation. My deepest appreciation is extended to my major professor, Dr. Tonette S. Rocco, whose constant encouragement and advice led me to accomplish this dissertation. I also wish to thank the Office of Graduate Studies in the College of Education, especially Drs. Linda Bliss and Isadore Newman for their valuable input and feedback provided in the final stages of this dissertation. Special thanks are extended to Maria Tester, Office Manager, College of Education, Research and Grants; Aleida Alfonso and Maria Porras, Office Assistants, College of Education, Department of Leadership and Professional Studies, for their welcoming and professional assistance over the years. I also wish to thank members of my peer review group and the dissertation group for their support and valuable feedback and for sharing their opinions and expertise with me. To Dr. Stephen Johnson and his staff at MDC, InterAmerican campus, thank you for facilitating my data collection. I am also very grateful to the Colombian English language learners at who participated in this study for sharing their learning experiences with me. Finally, I wish to thank my brothers Ricardo and Arturo Paredes, and my sister- in-law, Judith de Ruiter, for their love and faith in me; Sandra Razzeto, for her unconditional friendship and for always being there for me; and all of my other relatives and friends, who have inspired and supported me during this process. Most importantly, I wish to thank my life partner and best friend, Kim, for all her immense love, care and support throughout the years. iv ABSTRACT OF THE DISSERTATION LANGUAGE LEARNING STRATEGY USE BY COLOMBIAN ADULT ENGLISH LANGUAGE LEARNERS: A PHENOMENOLOGICAL STUDY by Elsie Elena Paredes Florida International University, 2010 Miami, Florida Professor Tonette S. Rocco, Major Professor The purpose of this phenomenological study was to describe how Colombian adult English language learners (ELL) select and use language learning strategies (LLS). This study used Oxford’s (1990a) taxonomy for LLS as its theoretical framework. Semi- structured interviews and a focus group interview, were conducted, transcribed, and analyzed for 12 Colombian adult ELL. A communicative activity known as strip story (Gibson, 1975) was used to elicit participants’ use of LLS. This activity preceded the focus group session. Additionally, participants’ reflective journals were collected and analyzed. Data were analyzed using inductive, deductive, and comparative analyses. Four themes emerged from the inductive analysis of the data: (a) learning conditions, (b) problem-solving resources, (c) information processing, and (d) target language practice. Oxford’s classification of LLS was used as a guide in deductively analyzing data concerning the participants’ experiences. The deductive analysis revealed that participants do not use certain strategies included in Oxford’s taxonomy at the third level. For example, semantic mapping, or physical response or sensation was not reported by v participants. The findings from the inductive and deductive analyses were then compared to look for patterns and answers to the research questions. The comparative analysis revealed that participants used additional LLS that are not included in Oxford’s taxonomy. Some examples of these strategies are: using sound transcription in native language and help from children. The study was conducted at the MDC InterAmerican campus in South Florida, one of the largest Hispanic-influenced communities in the U. S. Based on the findings from this study, the researcher proposed a framework to study LLS that includes both external (i.e., learning context, community) and internal (i.e., culture, prior education) factors that influence the selection and use of LLS. The findings from this study imply that given the importance of the both external and internal factors in learners’ use of LLS, these factors should be considered for inclusion in any study of language learner strategies use by adult learners. Implications for teaching and learning as well as recommendations for further research are provided. vi TABLE OF CONTENTS CHAPTER PAGE I. INTRODUCTION ................................................................................................. 1 Background of the Study ...................................................................................... 1 Problem Statement ................................................................................................. 4 Purpose of the Study .............................................................................................. 7 Research Questions ................................................................................................ 8 Conceptual Framework .......................................................................................... 8 Significance of the Study ..................................................................................... 12 Definition of Terms.............................................................................................. 13 Organization of the Study .................................................................................... 14 II. REVIEW OF THE LITERATURE ..................................................................... 15 Learning Strategies in Second Language Acquisition ......................................... 15 Cognitive Theory in Language Acquisition and Learning .................................. 31 Self-Directed Learning Theory ............................................................................ 34 Colombia .............................................................................................................. 35 Summary .............................................................................................................. 41 III. METHOD ............................................................................................................ 42 Purpose of the Study ............................................................................................ 42 Research Questions .............................................................................................. 42 The Phenomenological Theoretical Framework .................................................. 43 Researcher’s Autobiography and Assumptions ................................................... 44 Participants ........................................................................................................... 47 Data Collection .................................................................................................... 50 Data Analysis ......................................................................................................