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Top2. Literature Review
There are different definitions on strategies. Oxford (2017) suggested that “the strategy forms included: IA, thoughts, cognitions, and other internal phenomena (primarily what learners think); IB, actions (what learners do); IC, techniques, devices, tools and methods (what learners use); ID, behaviors (how learners act); and IE, general tendencies (how learners broadly approach learning)” (p.14). Chamot (2004) defined learning strategies as “the conscious thoughts and actions that learners take in order to achieve a goal”. These language learning strategies can be “specific actions, behaviors, steps, or techniques” (Oxford, 2002) that “can facilitate the internalization, storage, retrieval or use” (Oxford, 2002). Oxford, Lavine and Amerstorfer (2018) also point out that language leaning strategies:
• are purposeful mental actions (sometimes also manifested as observable behaviors) that the learner creatively implements to meet learning-related needs;
• aid the learner in developing self-regulation, completing L2 tasks, and moving toward L2 proficiency;
• are complex, dynamic, and fluidly employed in specific sociocultural contexts;
• are used consciously or at least partially consciously;
• can be discussed in terms of functions, such as “metastrategic,” cognitive, emotional/affective, motivational and social;
• can be taught.
(pp. 5-6)
From that we can see, learners can use learning strategies to help enhance their language learning processes and make grammar improvement.