Evolving perceptions of English language learning: A phenomenographic study of learners' strategies and approaches
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Abstract
This study probes into the changed students' perceptions of effective learning strategies among English language learners (ELLs), employing a phenomenographic approach. The results show an orientation change in learners from vocabulary and grammar exercises to more interactive and communicative types of exercises. Initially, these students had difficulties applying the memorised content in real-life situations but later reported signs of fluency improvement and increasing confidence through peer interaction, technology-assisted learning, and authentic practice. Moreover, personalised teacher feedback had a great impact on the growth of the learners. The study emphasises moving away from rote learning in language and instead incorporating elements of social interaction, immersion, and technology to facilitate fluency. These findings indicate that the curriculum for a language has to be more dynamic and practical to enhance learners' fluency, which may provide some useful implications for educators and curriculum developers.
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