Susan J. Weaver’s scientific contributions

... Also, reading researchers have tried to find out the strategies that good learners use so that they could be applied on the struggling readers. For instance, Cohen & Weaver (1998) studied the strategic learning approaches of the 'good language learners'. Later several studies continued to explore the strategies that the good language learners use and its impact on language learning (Khaldieh, 2000;Takeuchi, 2003). ...

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IMPACT OF STRATEGY-BASED READING INSTRUCTIONS ON READING ANXIETY OF UNIVERSITY-LEVEL ESL STUDENTS OF PAKISTAN

... Aspects such as the design of training procedures, the quality of strategy modeling and practice, and the alignment of reading materials with the students' proficiency level directly impact the success of reading strategy training. Several models of language learning strategy training have been proposed, such as Cohen and Weaver's (2005), Carrell's (1998), and Janzen's (2002) models. Based on these models, we designed our 5-step reading strategy instruction used in the study. ...

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Expanding the Discussion on Second Language Reading Strategy Training: A Response to Taylor's Commentary on Lin, Gao, and Huang (2023)

... These strategies include those identified by Alcaya et al. (1994) 1) activate background knowledge, 2) rehearse, 3) encourage oneself to speak, 4) take time to think before speaking, 5) use the structure or vocabulary other speakers use, 6) imitate the way native speakers talk, 7) switch to a topic for which one knows the words, 8) evaluate how well one spoke, 9) identify problem areas, 10) ask for and give feedback, 11) look up vocabulary and grammar forms one had difficulty with, and 12) ask for help (Alcaya et al., 1994, as cited in Cohen, 1996a. Cohen et al. (1996) identified some other speaking strategies: They are 1) translate words from one's mother tongue, 2) pay attention to pronunciation, 3) skip words one could not remember, 4) try to use new words / expressions for practice, 5) use idioms or other routines, 6) when cannot remember the correct expression, find a different way to express the idea, 7) give oneself a reward for doing well in one's learning, 8) talk to someone trusted about one's attitudes and feelings concerning learning, and 9) pay attention to grammar (Cohen, et al., 1996, pp 33-45). Finally, according to Oxford & Burry-Stock (1995), the SILL (the Strategy Inventory for Language Learning) that was developed by Oxford (1986) includes the following speaking-related strategies: 1) think of relationships between known and new, 2) connect sounds and images, 3) use mental images, 4) use rhyme, 5) physically act out words, 6) say or write words several times, 7) try to talk like native speakers, 8) practice sounds, 9) use words in different ways, 10) start conversations, 11) watch TV/movies, 12) look for similar words across languages, 13) use gestures, 14) make up new words, 15) guess what the speaker will say, 16) use circumlocution or synonym, 17) find ways to use English, 18) notice mistakes, 19) pay attention to speaker, 20) look for conversation partners, 21) relax when fearful, 22) encourage self to speak, 23) ask for slowness or repetition (As cited in Oxford and Burry-Stock, 1995, p. 23) The above taxonomies of EFL speaking strategies, used in combination, can offer a broad characterisation of EFL speaking strategies. ...

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Exploring Strategies Used by Algerian EFL Learners To Develop their Speaking Skills (Missoum, 2024)

... Another widely used language learning strategy inventory is the Learning Strategy Use Inventory (LSUI) designed by Cohen and Chi (2004). Unlike the SILL by Oxford (1990), the inventory is developed through classifying language learning strategies according to language skills and elements, covering six main areas namely "listening, vocabulary, speaking, reading, writing, and translation sections" as follows (Table 2). ...

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Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students’ Learning Strategies