FLEAT VI

This presentation reports on a strategy training experiment with Japanese learners of English based on a theoretical framework of Strategying, in which the relationship between learner styles—extroversion/introversion—and learner strategy use was carefully examined.

The aim of this study was threefold: (1) how Strategying of vocabulary contributes to improvements in vocabulary knowledge or in English proficiency in general; (2) what interaction between learner styles and strategy training can be observed; and (3) how participants find their best-fit strategies (BFSs).

Participants, 12 English-major college female students in Japan, were divided into three groups and advised to memorize 7 words per day for 9 weeks, following the four-stage Strategying model: (1) (metacognitive stage) participants were initially asked to discuss what strategies could be used; (2) (individual-based stage) they were told that they could develop their own preferred individual strategies; (3) (group-based stage) they met in groups once a week to share the strategies they were using in the individual stage; and (4) (BFS stage) reflecting on previous stages, learners decided what strategy best fit them.

The revised SILL (adapted from Oxford, 1990), the focus group interviews, Vocabulary Level Tests (VLT, Schmitt et al., 2001), TOEIC tests, a questionnaire on Strategying, and the Myers-Briggs Type Indicator (form M) were used as instruments to collect data.

As a result, more strategies were used by participants, and significant improvements in VLT were observed, although no significant improvement in TOEIC scores was found. More than 80% of the participants agreed that the four-stage process of Strategying was useful, and many of them found their BFSs. A unique interaction between introversion and the use of strategies was identified. Referring to results of the past five years of experiments, the advantages and drawbacks of Strategying will be addressed.