Empowering Language Learning Strategies Online

Authors

  • Melissa Aberle-Grasse Georgia Institute of Technology

Abstract

English language educators faced challenges unique to their discipline as well as difficulties shared with all teachers as they suddenly adjusted to 100% online learning environments in 2020. Language learning strategies (LLS), which are proven strategies for improving language learning as well as building self-efficacy and peer support (MacArthur et al., 2015; Rose et al., 2018), are presented here as tools to navigate this new challenge. The article opens with a brief review of several acute current needs of online learners that critical pedagogy and learning strategies may address. Next, the author provides concise definitions for language learning strategies and summarizes the historical and theoretical basis for LLS. A classroom-based case study of language learning strategy instruction (LLSI) then follows. Finally, online tools and methods for two key strategies, goal-setting and peer review, are provided with recommendations for applying these strategies in a variety of settings.

Keywords: language learning strategies, critical pedagogy, self-regulation, peer review, goal-setting

Author Biography

Melissa Aberle-Grasse, Georgia Institute of Technology

Melissa Aberle-Grasse teaches in the Language Institute at the Georgia Institute of Technology, Atlanta, GA; email melissa.grasse@pe.gatech.edu.

Language Strategies Online (Aberle-Grasse, 2020)

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Published

2020-10-29

How to Cite

Aberle-Grasse, M. (2020). Empowering Language Learning Strategies Online. GATESOL in Action Journal, 30(1), 70–79. Retrieved from http://georgiatesoljournal.org/ojs/index.php/GATESOL/article/view/100

Issue

Section

Pedagogical Practices, Programs, Policy, and Perspectives