scholarly journals Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary

2021 ◽  
Vol 6 (3) ◽  
pp. 330-339
Author(s):  
Chen Hie Chan ◽  
Azlina Abdul Aziz
Keyword(s):  
Academic Achievement ◽  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Main Element ◽  
Language Learning Strategies ◽  
Chinese School ◽  
Esl Learners

Language Learning Strategies (LLS) are widely implemented in the learning of English as a second language (ESL). In order to make the language communicable, vocabulary is the main element to cope by the ESL learners. Hence, LLS is helpful in aiding the learners to develop the ESL vocabulary effectively according to the learners’ needs. Derived from the issue, the study is aiming to identify the best strategies among Chinese school learners as they share the same environment background in learning ESL vocabulary. A survey was distributed through google form to all the Chinese primary schools in a suburban district. The total number of sixty-two respondents in Primary Five were chosen in collecting the LLSs in learning ESL vocabulary with the learners’ academic achievement. The findings portrayed the learners who performed high academic achievement are those who implemented metacognitive strategies widely when learning vocabulary. Thus, the findings could be an alternative for teachers and learners in future teaching and learning of ESL vocabulary in Chinese schools.

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 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.

scholarly journals An Analysis of the Learners’ Factors in Second Language Teaching and Learning

2015 ◽  
Vol 7 (4) ◽  
pp. 130
Author(s):  
Lili Zhao
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Language Teaching ◽  
Language Learning Strategies ◽  
Second Language Teaching ◽  
Learning And Teaching ◽  
Language Teaching And Learning

<p>This paper aims at exploring the influences that learner’s factors have on second language teaching and learning. Firstly, this paper gives brief definitions of cognitive theory and the theory of behaviorism, which are relevant to learner’s individual factors. And then a learner’s most important factors such as motivation, aptitude and self-confidence are introduced to illustrate the influences these factors have made on second language learning and teaching. Some suggestions are given for English teaching and after a presentation of the taxonomy of language learning strategies, the training of language learning strategies is mentioned so as to throw light on the future work of language teaching and learning.</p>

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

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

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