FROM LEARNING BEHAVIORS TO CONCORDANCE SKILLS DEVELOPMENT: INSIGHTS FROM A PHENOMENOLOGICAL STUDY ON ESL STUDENTS

Abstract

With the growing importance of multilingual communication, effective language learning strategies become increasingly essential for ESL education. This research investigates the individual experiences and perspectives of ESL students to understand effective learning behaviors for developing concordance skills and the role of teachers in facilitating this process. Utilizing a qualitative phenomenological approach, 10 ESL students from a private university in Yogyakarta, Indonesia, were selected through purposive sampling and interviewed. The study employed structured interviews and thematic analysis to gather and analyze data. The research revealed a strong preference for cognitive methods such as digital tools and social media among ESL students, emphasizing their appealing nature and convenience. Nevertheless, there is a cultural preference for accuracy rather than fluidity, which affects the use of compensation strategies. Furthermore, the study highlights the need of using affective strategies, emphasizing the requirement for a positive and captivating learning environment. Despite acknowledging the importance of teachers, barriers such as cultural communication norms and a fear of making mistakes hinder some learning methodologies. These findings highlight the significance of considering cultural and pedagogical factors in language instruction to establish inclusive and efficient learning settings. The findings are valuable for ESL educators, curriculum designers, and language instruction policymakers, offering insights into effective teaching strategies and student preferences in ESL education. By uncovering cultural and pedagogical factors that influence ESL learning behaviors, this study provides new knowledge and practical strategies to enhance concordance skills, contributing to the advancement of ESL education.