scholarly journals Identifying Language Learning Strategy Employed by Malaysian Upper Primary ESL Learners

2021 ◽  
Vol 11 (6) ◽  
Author(s):  
Nur Maechea Avelino ◽  
Winson Eng Wei Siang ◽  
Dhaayaaliny Pasupathy ◽  
Wan Mohd Suhairi Abdullah Saimi ◽  
Shazwina Shamien Abdul Basit ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Language Learning Strategy ◽  
Esl Learners

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 Task, formulaic language, and role play for developing ESL students’ academic language

2019 ◽  
Vol 8 (3) ◽  
pp. 536
Author(s):  
Chandrasena Mandalasamy Rajeswaran
Keyword(s):  
Language Learning ◽  
Engineering Students ◽  
Learning Strategy ◽  
Academic Language ◽  
Teaching Method ◽  
Role Play ◽  
Formulaic Language ◽  
Language Learning Strategy ◽  
Two Wheeler ◽  
Esl Learners

The effectiveness of task, formulaic language, and role play in facilitating uninhibited communication of ESL learners is beyond doubt. This quantitative empirical research employed a role play communicative assessment and a writing assessment to assess the efficacy of the combination of task, formulaic language, and role play, as a language learning strategy to teach cognitive academic language in English for Specific Purpose classroom of a university. The language ability acquired through brainstorming and reading sessions equipped the students for the task of describing a two-wheeler. The task which made use of the formulaic language led the engineering students to interact meaningfully and know the content for describing a two-wheeler and write the description in a coherent paragraph. The stimulated usage of academic language in a role play could scaffold the content and language learnt for successful retention for effective Oral Academic Presentation (OAP). Although the results cannot be generalised, students joining higher education in universities in ESL/EFL countries would be immensely benefitted by this kind of teaching method.

scholarly journals Towards A Descriptive Language Learning Strategy Inventory – The Dellsi

2010 ◽  
Vol 1 ◽  
pp. 83-111
Author(s):  
Radha Nambiar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Dynamic Nature ◽  
Think Alouds ◽  
Language Learning Strategy ◽  
Strategy Identification ◽  
Esl Learners ◽  
Descriptive Language

The paper reports on the development of a descriptive and dynamic inventory called The Descriptive Language Learning Strategy Inventory (DeLLSI). This inventory was designed to identify learning strategies of Malaysian tertiary learners while reading an academic text for the purpose of summarizing the text.  Two groups of proficient and less proficient ESL learners read and summarized an academic text orally before being interviewed to clarify doubts arising from their think alouds. The entire process was audio-recorded and then transcribed verbatim. The completed summaries were also examined to check for accuracy with a suggested summary. Statements indicating strategy use were identified from the transcripts and these were then matched with the appropriate strategy in the inventory. This helped ensure the inventory was easier to use and reduced the difficulty of identifying strategies thus ensuring uniformity in strategy identification and research. This inventory also provides a useful supplement to existing inventories because its dynamic nature enables a strategy researcher to adapt it to specific skills and tasks.

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

16. Teacher Education for Language Learning Strategy Instruction: Approaches and Activities

2019 ◽  
pp. 243-261
Author(s):  
Anna Uhl Chamot ◽  
Vee Harris ◽  
Carol Griffiths ◽  
Pamela Gunning ◽  
Martha Nyikos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Language Learning Strategy
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