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The Learning Conference 2003

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Presentation Details


Encouraging Language Learning Strategies Through Coaching

Raffaela Dinelli, Val Clulow.

The first year Italian Language students in this study were asked to rate the frequency with which they used a range of language learning strategies. An outcome of this study was that the Italian teaching staff were encouraged to make explicit, regular reference to specific language learning strategies in class, as recommended by (Oxford 1993) and to regularly recommend a booklet (Hougaz 2002) produced in-house, and available through the university bookshop. This paper is the first from a longitudinal study into language learning strategies and reports on the findings from a second survey undertaken last year. It provides a point of comparison with the pilot study in terms of the rate at which students used the various strategies provided and a discussion of the value of this intervention strategy by the staff. Implications for future reinforcement of language learning strategies in the class context (Cohen 2002) as opposed to separate from it, are presented.


Raffaela Dinelli  (Australia)
School of Business, Marketing and Languages
Swinburne University of Technology

Val Clulow  (Australia)
Associate Professor
School of Business
Swinburne University of Technology

Val Clulow has a particular interest in the use of mentoring and coaching as a business learning strategy. This has led to her work with peer tutoring and mentoring in higher education. She has published work related to a number of studies in this field and has consulted to other universities who have established programs for students using these approaches

  • Language learning strategies
  • Frequency of use
  • Coaching

(Virtual Presentation, English)