How do cognitive strategies change over time and with proficiency levels?

1 Factor 1: Learner characteristics

One of the factors that can affect the choice and use of cognitive strategies is the learner's individual characteristics, such as age, motivation, learning style, personality, and prior knowledge. For example, younger learners may rely more on rote memorization and repetition, while older learners may use more inferencing and elaboration. Similarly, learners with high motivation and self-efficacy may use more diverse and flexible strategies, while learners with low motivation and self-efficacy may use fewer and more rigid strategies. Additionally, learners may have different preferences and strengths for learning modes, such as visual, auditory, or kinesthetic, and may choose strategies that match their learning style. Furthermore, learners may have different personality traits, such as risk-taking, tolerance of ambiguity, or openness to experience, that can influence their willingness and ability to use certain strategies. Finally, learners may have different levels of prior knowledge and experience with the target language and culture, which can affect their use of strategies such as transfer, association, or contrast.

2 Factor 2: Task characteristics

Another factor that can influence the use of cognitive strategies is the nature and purpose of the learning task, such as its type, complexity, difficulty, and goal. For example, learners may use different strategies for listening to a lecture, reading a text, writing an essay, or speaking in a conversation. Similarly, learners may use different strategies for tasks that are more or less complex, difficult, or familiar to them. For instance, learners may use more bottom-up strategies, such as decoding and identifying, for tasks that are more complex or unfamiliar, while they may use more top-down strategies, such as predicting and guessing, for tasks that are more simple or familiar. Moreover, learners may use different strategies for tasks that have different goals, such as comprehension, production, or interaction. For example, learners may use more metacognitive strategies, such as planning and monitoring, for tasks that require production or interaction, while they may use more cognitive strategies, such as summarizing and reviewing, for tasks that require comprehension.

3 Factor 3: Context characteristics

A third factor that can affect the use of cognitive strategies is the context in which the learning takes place, such as the setting, the resources, the teacher, and the peers. For example, learners may use different strategies in formal or informal settings, such as classrooms, libraries, or cafes. Similarly, learners may use different strategies depending on the availability and quality of resources, such as textbooks, dictionaries, or online tools. Additionally, learners may use different strategies depending on the role and guidance of the teacher, such as direct instruction, feedback, or modeling. Furthermore, learners may use different strategies depending on the interaction and collaboration with peers, such as group work, peer tutoring, or cooperative learning.

4 Factor 4: Strategy awareness

A fourth factor that can influence the use of cognitive strategies is the learner's awareness and knowledge of the strategies themselves, such as their definition, function, and effectiveness. For example, learners who are aware of the different types and categories of cognitive strategies may be able to select and apply them more appropriately and efficiently. Similarly, learners who know the purpose and benefits of using cognitive strategies may be more motivated and confident to use them. Moreover, learners who can evaluate the effectiveness and suitability of cognitive strategies may be able to adjust and improve them according to their learning outcomes and feedback.

5 Factor 5: Strategy training

A fifth factor that can influence the use of cognitive strategies is the learner's exposure and participation in strategy training, such as explicit instruction, practice, or reflection. For example, learners who receive explicit instruction on the definition, function, and application of cognitive strategies may be able to understand and remember them better. Similarly, learners who practice using cognitive strategies in various tasks and situations may be able to consolidate and generalize them better. Moreover, learners who reflect on their use of cognitive strategies in terms of their goals, processes, and results may be able to monitor and regulate them better.

6 Factor 6: Proficiency level

A sixth factor that can influence the use of cognitive strategies is the learner's level of proficiency in the target language, such as beginner, intermediate, or advanced. For example, learners who are at lower levels of proficiency may use more basic and concrete cognitive strategies, such as repetition, translation, or imagery. Similarly, learners who are at higher levels of proficiency may use more advanced and abstract cognitive strategies, such as inferencing, analysis, or synthesis. Moreover, learners who are at different levels of proficiency may use different combinations and frequencies of cognitive strategies, depending on their learning needs and challenges.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?