scholarly journals Academic Literacy of Efl Arab Postgraduate Student at The National University of Malaysia

2021 ◽  
Author(s):  
Abdullah A. Almadhady
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
Academic Literacy ◽  
Target Language ◽  
Current Status ◽  
Postgraduate Student ◽  
Language Learning Strategies

Abstract The study identifies the language learning strategies used by Arab postgraduate student at University Kebangsaan Malaysia (UKM) in order to master the English language required for postgraduate study. The study attempted to provide a deeper understanding of how an EFL learner employs strategies and practices to overcome the challenges of English language learning in nonnative context for academic purposes. The findings of the study give insight to the challenges of learning English in nonnative environments and ways in which individuals overcome the limitations of successfully acquiring the language. The study traces the English language development of the case study from his initial introduction to the target language to the current status and level of his English proficiency. The research paradigm method used is a case study method which allows for an in depth explication of the selected case. The strategy inventory of language learning SILL Oxford's (1990) was used as an instrument in addition to the interview with the case study. The research results revealed that the case study used all 6 types of language learning strategies which are categorized by Oxford (1990) most of the time. These strategies are; Memorization, Cognitive, Compensation, Metacognitive, Affective, and Social strategies. These strategies seems to have a direct relationship with the progress made in the level of English proficiency by the case study. Most significantly, the study implies that Arab students need to develop academic literacy skills in reading English texts to learn English and to involve socially in academic and social contexts. That is the case study however shown that it is possible to learn English through reading in English and also by social involvement.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals A Case Study of English Language Learning Strategies used by Engineering Students in Malaysia

2022 ◽  
Vol 7 (1) ◽  
pp. 261-269
Author(s):  
Nurul Ain Othman ◽  
Mimi Nahariah Azwani Mohamed ◽  
Nor Fadhilah Ahmad Powzi ◽  
Suzilla Jamari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Cognitive Strategies ◽  
Language Learning Strategies ◽  
The Social ◽  
Group Interviews ◽  
University Undergraduates

The aim of this paper is to investigate the language learning strategies employed by 22 technical university undergraduates in Malaysia, particularly in oral presentation skills. The study employed focus group interviews and the data gathered were recorded, transcribed and analysed thematically based on O'Malley and Chamot's (1990) taxonomy. The findings showed that the participants used more metacognitive and cognitive strategies compared to the social and affective strategies. The study highlights that students' preferred language learning strategies may not always be effective. Hence, educators have to identify effective language learning strategies for their students and scaffold students' learning into using appropriate strategies.

scholarly journals Speaking Anxiety, English Proficiency, Affective and Social Language Learning Strategies of ESL Engineering Students in a State University in Northern Luzon, Philippines

2020 ◽  
Vol 10 (1) ◽  
pp. 372
Author(s):  
John N. Cabansag
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
English Proficiency ◽  
State University ◽  
Language Learning Strategies ◽  
Speaking Anxiety ◽  
Social Language ◽  
Positive Correlation

The primary aim of this paper is to examine the speaking anxiety, affective and social language learning strategies and English language proficiency among ESL Agricultural and Biosystems and Civil Engineering students of a state university in Northern Luzon, Philippines including the possible relationship among the aforementioned variables. The research adapted six (6) items on Affective Language Learning Strategies (ALLS) and six (6) items on Social Language Learning Strategies (SLLS) by Oxford (1990); the Foreign Language Communication Anxiety Scale designed by Horwitz et al. (1986) and the English Proficiency Test developed by Commission on Higher Education were utilized in this study. The findings disclose that the speaking anxiety level of the respondents is moderate. It was noted that they are uneasy every time teachers called them to recite in English class unprepared. To add more, their ALLS and SLLS are both somewhat true for them and the repondents’ English Proficiency Level is moderate. It also showed that small negative correlation exists between their English proficiency and speaking anxiety. However, a medium and small positive correlation established when their speaking anxiety and ALLS was correlated. And a small positive correlation was obtained in the correlation between the respondents’ speaking anxiety and SLLS. The research concludes with a list of recommendations on how to lessen speaking anxiety in the English language classroom to ESL learners.

scholarly journals A PROFILE OF SUCCESSFUL ENGLISH LANGUAGE LEARNERS (NON-ENGLISH DEPARTMENT)

SOLID ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 32
Author(s):  
Lalu Isnaeni Rahman
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Research Problem ◽  
English Department ◽  
Language Learning Strategies ◽  
Case Study Method

        ABSTRACT                                                    This Journal was intended to find out what students’ learning strategies at the non-English Department at ASM MATARAM. The case study method was used to approach the research data of 15 students at secretary class. The researcher collected the data through observation, taking notes and interviewing in one semester. Then, the researcher selected, simplified and organized the raw data which refer to the research problem being investigated.The findings of the research found that, ten of the students said that they started to learn English through experiences. To their case, they learn English by making chance to find opportunity with foreigners. And also, they always listen and repeat difficult words every single day. They listen to the songs that they do like. To them, repeating words loud is an effective way to get the good pronunciation. They also have got course to add their knowledge and make an English community to make them remember the words that they have through speaking activities.Keywords: Language Learning Strategies, Successful Learner 

scholarly journals English Language Learning Strategies Adopted by Bachelor Level Students (A Case Study of Nepal)

2020 ◽  
Vol 10 (8) ◽  
pp. 863
Author(s):  
Ramesh Prasad Adhikary
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Memory Strategy ◽  
Research Tools ◽  
Learning English

This research paper is an attempt to find out the difficulties faced by the students of bachelor level in Nepal in learning English language at class. In order to achieve these objectives, two research tools – questionnaire for students and class observation form were prepared. Two colleges of Banke district, Nepalgunj were selected for the collection of data. Twenty-five students were selected from each college. Questionnaires were distributed to the selected students and also classes were observed focusing on the strategies and difficulties of language learning. A very divergent situation was found in the strategies of language learning.  It was varied from students to students. It was found out that the maximum use of memory strategy; they were using other strategies too. It was found that students were facing with different problems in language learning.

Application of cognitive and metacognitive learning strategies in teaching of economic discourse in the target english language

2021 ◽  
pp. e021110
Author(s):  
Olga Dzhagatspanyan ◽  
Elena Madinyan
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Cognitive Strategies ◽  
Target Language ◽  
Survey Analysis ◽  
Language Learning Strategies ◽  
Economic Discourse ◽  
Discourse Teaching

The article surveys cognition and metacognition as a strain of language learning strategies and illustrates the significance of comprising them in the teaching of economic discourse. The research's relevance is that metacognitive and cognitive strategies have not been thoroughly researched and analyzed in the economic discourse teaching process. The paper aims to identify techniques that apply metacognitive and cognitive strategies to make the economic discourse learning process more accessible and enthralling. The work identifies the percentage of favorable results of involvement language learning strategies into the economic discourse learning process. We recognize the importance and necessity of using metacognition and cognition in knowledge obtaining procedure using traditional and nontraditional teaching methods. Evaluating the economic faculty students' English studies in the character of the target language, we denote the significant factors that the use of the learning strategies helps them find the most objective formula for comprehension of any phenomenon individually. The survey analysis shows that the classes retraining metacognitive and cognitive language learning strategies are more captivating for the students and evoke an eloquent comprehension of any issue. The use of metacognitive and cognitive teaching techniques makes a complete cognition of the phenomenon that can even be unclear in the native language.

THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

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