Investigating Language Learning Strategies Used By ESL Lower Secondary Learners from National and Vernacular School Background (original) (raw)
Related papers
Language Learning Strategy Used among Secondary School ESL Students
International Journal of Academic Research in Business and Social Sciences, 2022
The role of English as a Second Language in Malaysia has prompted ESL learners to explore multi techniques and strategies in learning. However, popular strategies applied by secondary students in Malaysia are not much known. Hence, this study aims to identify the language learning strategies employed by successful language learners among secondary school students in Malaysia. This research employs a survey research design that encompasses the strategy inventory for Language Learning (SILL) It includes the six strategies proposed by (Oxford, 1989). About 38 secondary school students from different states were selected through a purposive sampling technique to answer the survey for the data collection. For the finding, it is revealed that the secondary school students use metacognitive strategies the most, followed by cognitive and memory strategies, which are considered the least used among learning learners. As a result, even though all the three strategies are being employed in their language learning process, it appears that the metacognitive strategy is the one that stands out the most thus confirming its interrelations with successful language learners. Therefore, the language learners strategies practised among secondary school varies from metacognitive as the most preferable one, followed by cognitive, and lastly memory strategies hence reflecting their proficiency level as good language learners.
Journal of Nusantara Studies (JONUS)
Background and Purpose: Different language learners have varying capacities to acquire L2, where some learners develop their learning strategies faster than others. Hence, it is critical for instructors to examine the degree of understanding and ability obtained by the learners through the investigation of their language learning strategies particularly on the type of schools the learners attend. This study, therefore, reveals frequently employed learning strategies in ESL classrooms based on the type of school the learners attend, notably the distinction between Cluster School of Excellence (CSE) and non-cluster primary school in Malaysia. Methodology: This quantitative research gathered information through the administration of a survey questionnaire. In total, 112 young ESL Malaysian learners (CSE:56; Non-CSE:56) aged 11 were chosen through stratified random sampling in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) that consist of 50 questi...
Malaysian ESL Learners' Use of Language Learning Strategies
ipedr.com
Language learning strategies (LLSs) are the intentional thoughts which can accelerate the learning process. Effective use of these strategies can lead to greater success in language learning and increased autonomy on the parts of learners. The aims of this study were to investigate the differences in the use of LLSs among Malaysian students of different years of study and gender and to identify the relevant strategy models. Mixed Method design was used as this study is an amalgamation of quantitative and qualitative studies. All Bachelor's degree students majoring in English Literature at the School of Language Studies of Univerisiti Kebangsaan Malaysia were involved in the quantitative section of this research. Moreover, a total of 30 English Literature students participated in the interviews. Quantitative data were analyzed using the Multivariate Analysis of Variance to identify any significant differences in strategy use among the students. Furthermore, qualitative data were analyzed using the NVIVO. The relevant qualitative data were also categorized through open-coding procedure, refined by the axial-coding procedure integrated via the selective-coding procedure. The results showed that the year variable influenced students' use of strategies. However, gender did not have any effects on students' use of the strategies. The analyses of qualitative data also lead to the emergence of six qualitative models. Each of the models dealt with one of the strategy categories of memory, cognitive, compensation, meta-cognitive, affective and social strategies. Findings of this study provided a deeper understanding on strategy use among language learners in general and Malaysian learners in particular.
Assessing the Use of Learning Strategies among Young Malaysian English as Second Language Learners
Creative Education, 2021
Past studies have discerned gender disparity in language learning strategy (LLS) used among English as a Second Language (ESL) secondary schools and university students. However, very few studies have been done on learners in primary schools, particularly young Malaysian learners. This study, therefore, identifies frequently used learning strategies between genders in ESL classroom. A total of 30 young Malaysian learners at the age of 10 were selected through purposive sampling in a suburban area in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) was employed as the data collection tool. Data were then analysed descriptively using SPSS Version 25. The findings showed that common LLS employed by young Malaysian ESL learners are compensation strategies where a teacher or peer interference fills the gap in communication and lack of vocabulary, leading to the use of compensation strategy. Besides that, it was found that female learners are likely to use more language strategies compared to male learners. Another interesting observation is that the commonly used strategies employed among female students are cognitive strategies while male learners preferred cognitive strategies. The teaching implications and recommendations for potential study are further considered.
Randwick International of Education and Linguistics Science Journal
Learning and mastering English will not be possible if from the beginning we do not have a strong determination. After having a strong determination, all you need to do is find the right English learning strategy. The students used different learning strategies in learning English as a foreign language. This study is designed to find out types of English language learning strategies are used by the students and the factors influencing the choice of learning strategy. On the basis of the nature of the data, a qualitative approach is appropriate to this study. Data were obtained by questionnaire and interview. The result of the analysis revealed that the students used three types of strategies in learning English. The types of strategies are cognitive, metacognitive and social/affective strategies. The more dominant strategy that is used by the students is social/ affective strategy. While the factor influencing their choices of strategies are classified into internal and external fac...
English Language Teaching, 2012
Studies on strategy research have shown the usefulness and importance of language learning strategies (LLS) for ESL and EFL learners. However, research on content-based learners in relation to English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) has yet to be undertaken. This study, therefore, investigated the learning strategies of students at a public English medium university in Malaysia. The study was mainly motivated by concerns about the standards of English of graduates of Malaysian universities. These concerns have also been expressed by the university authorities. The purpose of the research was to investigate the patterns of LLS as reported by the students according to gender, courses, and undergraduate programmes. A total of 312 students from three degree programmes participated in this study. Their learning strategies were investigated based on the Strategy Inventory for Language Learning (SILL) (Oxford, 1990). The findings of the study indicated that the students from the different degree programmes differed in the use of LLS. However, there was no statistically significant relationship between LLS and gender.
English Language in Focus (ELIF), 2020
DOI: https://doi.org/10.24853/elif.2.2.87-96 Citation APA Style: Fathiyah, H. I., Amiruddin, A. N., Khan, F., & Venzano, F. (2020). Language Learning Strategies (LLS) Used by Malaysian, Pakistani, and Italian ESL Learners: Comparing to Indonesian EFL Learners. English Language in Focus (ELIF), 2(2), 87–96. This study deals with a review of the problematic approach in selecting Language Learning Strategies (LLS) due to the misleading characteristics of English. Along with the purpose, this paper seeks to compare the differences between cultural and linguistic backgrounds of Indonesian EFL with Malaysian, Pakistani, and Italian ESL students' Language Learning Strategy. Besides, this review also aims to know the Language Learning Strategy used by other ESL countries and to become the main purchase of this study to evaluate Indonesian' Language Learning Strategy. In Indonesia, English becomes a foreign language where it is not an official language and has limited language input. Whereas, as we already know, English is a common subject learning for most people in Indonesia. This is due to the high interest and need for mastering English in various aspects. In learning English as a target language, people not only need to master their knowledge, but also the need for better and useful communicative competence in use. However, the need to come up with some appropriate teaching strategies becomes an important factor to achieve their goals. Keywords: English Language Learning, TEFL, and Language Learning Strategy.
An Overview of Malaysian English Language Learning Strategies
Learning English in the context of English as second language (ESL) is unarguably complex. It involves various ways of human processing that very much concerns several factors such as learning styles as well as learning setting itself. In Malaysia for instance, understanding English has been considered as the second language and being taught for years in both primary and secondary schools, there is always a huge question mark pertaining to the proficiency of Malaysian ESL learners. Some studies have discovered that numbers of Malaysian ESL learners still demonstrate low proficiency in English besides struggling in learning such intended language due to some reasons. Hence, this research mainly aims to identify the effective language learning strategies being implied by some successful Malaysian ESL learners in mastering the four macro skills in English – listening, speaking, reading and writing. This research also intends to discover the individual purpose of learning English in Malaysian context.