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Modern Perspectives: Rethinking LLS Classifications

Oxford’s (2017) work proposed a new classification system focused on flexibility. It includes two main
categories:

• Learning Strategies: These encompass cognitive, social, motivational, and emotional strategies.
• Meta-strategies: These act as ’executive functions’ overseeing and regulating the learning strategies
ineach domain.

Oxford (2017) suggests these serve as ‘executive functions’ for four human learning domains: cognitive,
motivational, social, and affective/emotional. Meta-strategies involve executive functions such as paying
attention, planning, organizing learning and obtaining resources, monitoring one’s learner, and evaluating
the effectiveness of one’s learning processes.

Implications for Teaching and Learning

This shift towards flexible classifications has several implications for educators:

• Focus on strategy use, not just labels: Instead of simply teaching students strategy names,
encourage them to understand the situational appropriateness of different strategies.

• Embrace the dynamic nature of LLSs: Recognize that strategies can serve multiple purposes
depending on the context.

• Develop learner autonomy: Equip students to select and utilize the most effective strategies for their
individual needs and learning styles.

By understanding the evolving nature of LLS classifications, educators can create more dynamic and
effective language learning environments.

For example, ongoing text summarization is a strategy usually considered metacognitive because it involves
planning and evaluation. However, it can also serve a cognitive function when learners construct marginal
entries to process the text or write a summary to remember its gist. Therefore, because remembering,
understanding, and processing language are cognitive strategies, ongoing text summarization should
also be classified as a cognitive strategy, not just metacognitive.

Conclusion:

Embracing the flexibility of LLS classifications allows educators to move beyond a one-size-fits-all approach.
By fostering a deeper understanding of how strategies function and adapt, we can empower learners to
become more self-directed, successful, and adaptable language learners. Educators can use a combination
of both old and modern classifications of strategies as long as they are fully aware of the changeable
nature of language learning strategies and their roles and functions in different contexts

References

• Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational psychology review, 10(2), 129-154.
• Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge.
• Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds.), Handbook of Second Language Acquisition (pp. 589-
630). Oxford: Blackwell.
• Griffiths, C. (2013). The strategy factor in successful language learning. Bristol: Multilingual Matters.
• Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd Edition). Routledge.

Abu Dhabi University | ADU Campus Chronicles Issue 1