scholarly journals Language Learning Strategies Used by Art School ESL Learners

2021 ◽  
Vol 12 (03) ◽  
pp. 653-665
Author(s):  
Dalila Ayu Adan ◽  
Harwati Hashim
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Esl Learners ◽  
Art School

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 Female Students Use More Language Learning Strategies Than Male Students? - A Case Study of ESL Learners in a Macau Public University

2020 ◽  
Author(s):  
Don Yao
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Public University ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Memory Strategies ◽  
Gender Differentiation ◽  
Esl Learners

Abstract Language Learning Strategies (LLSs) as a pluralistic and pervasive strategic system (Yan & Zha, 2011, p. 1) always attaches great importance of Second Language Acquisition (SLA). Numerous researchers have been working on this topic since the 1970s. Also, since students differ from person to person in their adoption of learning strategies and the research on differences in individuals develops, the topic of gender differentiation has arisen in the LLSs. Research related to gender and LLSs has been brought to the forefront in the last three decades, and many studies have found that gender can have a significant impact on LLSs (Zafar, 2012, p. 640). In China, most of the previous studies in learning strategies have paid attention to age, motivation, aptitude, educational level, good language learners, etc. But not much has been done in terms of the perspective of gender. Also, as one of the special economic zones in China, researchers may neglect the importance of Macau for most of them have focused more on Hong Kong. This paper then investigated the use of LLSs by a group of ESL learners in a Macau public university. It emphasized the gender differences and aimed to find out how gender affected the use of LLSs. Quantitative research method was adopted in this paper. A total of 188 ESL learners (M = 92, F = 96) participated in this study. The instrument Oxford’s 50-item Strategy Inventory for Language Learning (SILL) questionnaire was used. In consideration of their English proficiency levels, Liao’s (2002) Chinese version of the SILL questionnaire was adopted so that it was easier for students to understand. Moreover, the statistical software SPSS 22.0 was used for statistical analysis. The major findings were that gender as a variable affected students’ strategy use with female students (`X = 3.26) more frequently used strategies than male students (`X = 3.22), and they both used metacognitive strategies the most (M:`X = 3.41; F: `X = 3.49) and memory strategies the least (M:`X = 3.01; F: `X = 3.11). In terms of gender and frequency of LLSs use, metacognitive strategies showed the strongest correlation (r = .88) and memory strategies showed the weakest (r = .64). To sum up, for students, they can learn English more efficiently and effectively with the guidance of proper learning strategies. And students with gender differentiation will use more useful strategies when learning a foreign language; For teachers, they can teach students with their actual needs with the help of learning strategies.

scholarly journals Compensation Still Matters: Language Learning Strategies in the Third Millennium ESL Learners

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Karim Hajhashemi ◽  
Alireza Shakarami ◽  
Nerina Caltabiano
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
Learning Strategies ◽  
Net Generation ◽  
Growing Up ◽  
Language Learning Strategies ◽  
Comprehensive Strategy ◽  
Digital Era ◽  
Esl Learners ◽  
New Strategies

Digital media play enormous roles in much of the learning, communication, socializing and ways of working of “Net-Generation” learners who are growing up in a wired world. Living in this digital era may require different ways of communicating, thinking, approaching learning, prioritizing strategies, interpersonally communicating, and possibly developing compensatory techniques for information gaps among other categories of Language Learning Strategies. The Net-Geners therefore, need new skills and new strategies to perform successfully as learners and workers. This study uses a mixed-methods approach that includes concurrent quantitative and qualitative data (i) to identify the Net-Generation learner’s strategy preferences based on the “Strategies Inventory for Language Learning” (SILL) categories currently considered the most comprehensive strategy inventory and (ii) to identify possible emergent compensation strategies among Net-Geners as a comprehensive study of the strategies used by the Net-Geners is clearly beyond the scope of this article. The results indicate that compensation strategies have undergone a number of modifications and are used differently by the Net-Geners in order to compensate their knowledge gap and help enhance their ESL learning.

scholarly journals Language Learning Strategies (LLS) Used by Malaysian, Pakistani, and Italian ESL Learners: Comparing to Indonesian EFL Learners

2020 ◽  
Vol 2 (2) ◽  
pp. 87
Author(s):  
Hanan Imtinani Fathiyah ◽  
Azira Nafisah Amiruddin ◽  
Faizan Khan ◽  
Federica Venzano
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Target Language ◽  
Esl Students ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
To Come ◽  
Esl Learners ◽  
Linguistic Backgrounds

This study deals with a review of the problematic approach in selecting Language Learning Strategies (LLS) due to the misleading the 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. In addition, 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.

scholarly journals Language Learning Strategies Used in Improving Writing Skills by Selected Form 4 ESL Learners

2021 ◽  
Vol 11 (7) ◽  
Author(s):  
Nor Azah Sarip@Khalid ◽  
Wan Nazira Che Nor Nor ◽  
Nor Nadiah Mazelan Mazelan ◽  
Norizarina Mohd Khalid Khalid ◽  
Nordiana Salim Salim ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Writing Skills ◽  
Language Learning Strategies ◽  
Improving Writing ◽  
Esl Learners

scholarly journals LLS use and Proficiency: Assamese ESL Learner’s Context

2020 ◽  
Vol 8 (7) ◽  
pp. 60-68
Author(s):  
Dr. Atonu Kakoty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Writing Proficiency ◽  
Language Learning Strategies ◽  
Reading And Writing ◽  
Post Test ◽  
Relationship Of ◽  
Esl Learners ◽  
The Relationship ◽  
Activity Questionnaire

This paper studies the relationship of Language Learning Strategies (LLS) use and proficiency. Four hundred and fifty undergraduate Assamese ESL learners from three colleges of Dibrugarh University, Assam participated in the study. The aim of the paper is to investigate the relationship of Assamese ESL Learner’s use of LLS and reading and writing proficiency in English. A Strategy Inventory for Language Learning (SILL) based questionnaire is used to identify learner’s use of LLS and a reading and writing activity questionnaire is used to measure learner’s proficiency. The participants answered the instruments at the beginning of the experiment, followed by LLS instruction for four weeks and a post-test on the same questionnaires. The Pearson’s correlation analysis revealed significant positive correlation between the use of all the six types of LLS categories and learner’s proficiency in reading and writing, both in the pre and post-test context. The study recommends that LLS instruction should be integrated in the undergraduate ESL classrooms to increase learner’s proficiency in English.

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