scholarly journals GOOD LANGUAGE LEARNERS AND THEIR STRATEGIES: AN INSIGHT

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Kumaresen Mahalingam ◽  
Melor Md. Yunus
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Ability ◽  
Language Learning Strategies

The Malaysian Education Blueprint is aimed to ensure every child is proficient in English Language besides Bahasa Malaysia. Thus the English Language syllabus is geared to mould learners to become successful language learners. However, not all learners are capable of being successful language learners despite years of schooling. Therefore, this study aims to investigate language learning strategies used by good language learners in learning English as their second language. To achieve the aim of the study, a questionnaire was used to collect the quantitative data. 30 pupils with good language ability from a rural primary school in Sabah were selected to participate in this study. The findings of the study indicated that different language learners prefer different learning strategies to improve their second language learning.  The learning strategies also vary based on the language skills they are learning. The findings of the study are hoped to provide significant impact to the pupils, teachers and curriculum planners to integrate language learning strategies in teaching and learning to assist successful language learning.

Googleology for second language learning

2021 ◽  
Vol 11 (2) ◽  
pp. 453-469
Author(s):  
Patrizia Giampieri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Skills ◽  
Linguistic Research ◽  
Advanced Search ◽  
The World ◽  
Google Search

Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Lee Pui Weng ◽  
Melor Md Yunus ◽  
Mohamed Amin Bin Embi
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
English As Second Language ◽  
Vocabulary Strategies ◽  
Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed. 

scholarly journals LEARNERS’ STRATEGIES TO DEVELOP THEIR COMMUNICATIVE COMPETENCE

2020 ◽  
Vol 2 (3) ◽  
pp. 271-279
Author(s):  
Durga Bhusal
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Affecting Factors ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
The One

Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.

scholarly journals Impact of Teacher-Learner Rapport on L2 Learning: A Study of Public Sector University, Sindh Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Aisha Bhatti ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah
Keyword(s):  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Classroom Environment ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Nonparametric Test ◽  
Research Paper ◽  
L2 Learning

Nowadays English language plays a crucial role in every field of educational institutes in Pakistan. It is considered as the base of education because the entire scientific studies are in English. The topic of this research paper is impact of teacher-Learner rapport on L2 learning. In today’s civilization having positive teacher-student rapport is more vital than ever before. The purpose of my research paper is to know learners’ point of view about impact of teacher-learner rapport on second language learning. Total 209 participants were selected through random sampling. There are three main public sector universities in Jamshoro, Sindh and among those universities I have selected UoSJ and MUET. The data was conducted quantitatively thus Kendall's tau-b correlation coefficient a nonparametric test was applied to measure the correlation between impact of teacher-learner rapport on second language learning proficiency. The study findings clearly depict that there is strong positive relationship between rapports and second language learning. Undoubtedly for successful learning and teaching outcomes, it is very essential to create rapport for positive classroom environment which provides the enormous opportunities and appropriate conditions to enhance and improve students’ classroom performance in L2 learning. Therefore, at higher/ tertiary level education, teaching and learning environment requires more attention on teacher-learner rapport because at this level learners are more aware and mature enough to understand the ways teacher behaves that directly impacts on leaner’s psychological nurturing and willful leaning.

scholarly journals LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

scholarly journals DOMINANT LANGUAGE LEARNING STRATEGIES USED BY MANAJEMEN DAKWAH DEPARTMENT STUDENTS AT UIN MATARAM

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Afif Ikhwanul Muslimin
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Language Learning Strategies ◽  
English Class ◽  
Social Strategy ◽  
Successful Students ◽  
Academic Year

  AbstractOne of the prominent skills to be acquired by English language learners is Language learning strategies (LLSs) which is significant to enhance communicative competence. Individual’s differences in using the strategies depict their understanding on LLSs. An interesting fact on the result of Manajemen Dakwah Department Students (MDDSs) at State Islamic University (UIN) of Mataram in the odd semester of academic year 2018-2019 was 64 students got higher average English scores in their final test (88) compared to their middle test (65) that might reflect different use of LLS. The English subject was focusing on reading comprehension. Furthermore, descriptive qualitative case study was applied to record the dominant LLSs used by ten successful students or achievers in English class who has the criteria of achieving English score above 90. Three instruments were used to gather data, they are: documentation, questionnaire, and interview. The result shows that students used all LLSs and creating their own learning opportunities. Only HN that did not use social strategy though he used all other strategies. It means that successful MDDSs believe that exactly all LLSs are significant for elevating their language learning. Another result shows that the dominant LLSs which were used are compensation as they are good guesser for the unfamiliar words, memory strategy since they always try to memorize to retain the vocabulary in mind, and metacognitive strategy where they always create best setting for them to learn. Keywords: Language Learning Strategies, MDDSs, Dominant LLSs, English Scores.

scholarly journals استخدام استراتيجيات التعلم لدى الجامعيين الناطقين بغير اللغة العربية (The Use of Learning Strategies among Students non-Native Arabic Speakers)

1970 ◽  
Vol 2 (2LING) ◽  
Author(s):  
ندوة بنت حاج داود (Nadwah Haji Daud)
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Language Skills ◽  
Arabic Speakers ◽  
Native Arabic Speakers ◽  
Item Item

 ملخص البحث: هذه الدراسة تبحث في استخدام استراتيجيات تعلم اللغة لدى 106 طلاب غير ناطقين باللغة العربية ومتخصصين في اللغة العربية وآدابها بالجامعة الإسلامية العالمية بماليزيا، حيث تمّ توزيع استبانة تحتوي على قائمة استراتيجيات تعلم اللغة الثانية من نموذج أكسفورد على أعضاء العينة. وتمّ تحليل استبانات العينة وإجاباتهم عن طريق نظام الإحصاء للعلوم الاجتماعية.. تهدف الدراسة إلى التعرف على اهتمامات الطلاب بالمهارات اللغويّة. واستنتجت الدراسة أن الاستراتيجيات المباشرة أخذت حظها الوافر في اختيار العينة لاستراتيجيات التعلم.الكلمات المفتاحية: الاستراتيجية- الكفاية- العينة- الأنواع- التحليل.Abstract:The paper reports on the study that was carried out among 106 respondents who are students of Arabic as second language and majoring in Arabic and Literature at the International Islamic University Malaysia. They responded to questionnaire that consisted of a list of strategies in second language learning taken from the Oxford model. The data was analyzed using the SPSS. In general, the study aims at identifying the interests of the students in the language skills. In conclusion, it was noted that the direct strategies were the most preferred strategies among the students in learning Arabic as second language.Keywords: Strategies– Competence– Sample– Types– Analysis.Abstrak:Kajian ini berhasrat mencari maklumat tentang penggunaan strategi pembelajaran bahasa di kalanga 106 orang pelajar bukan penutur berbahasa Arab yang juga mengkhusus dalam bidang Bahasa Arab & Kesusasteraan di Universiti Islam Antarabangsa Malaysia. Soal kajiselidik yang telah diedarkan di kalangan sampel kajian mengandungi item-item daripada senarai soal kajiselidik Oxford. Analisa terhadap soal kajiselidik diproses dengan dengan menggunakan SPSS. Kajian ini juga turut menyelidik perhatian pelajar terhadap kemahiran bahasa. Hasil dapatan kajian menunjukkan bahawa sampel kajian banyak menggunakan strategi pembelajaran secara langsung.Kata kunci: Strategi– Kecekapan– Sampel Kajian– Jenis Strategi- Analisa.

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