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

Othman, N. A.; Mohamed, Mimi Nahariah Azwani; Powzi, Nor Fadhilah Ahmad; Jamari, Suzilla

doi:10.47405/mjssh.v7i1.1216

Cited by 6 publications

(8 citation statements)

References 11 publications

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“…As predicted, this study showed that in the relationship between the core of selfassessment with academic fatigue and academic apathy, problem-based coping and emotion-based coping, and in the relationship between the core of self-assessment with academic inefficiency, problem-based coping has a mediating role. The findings of this study are in line with the results of Lian et al (2014) and Othman et al (2022). Also, Aghili Mehrizi et al ( 2022) examining the mediating role of coping styles in the relationship between personality traits and academic burnout, showed a significant relationship between personality traits and burnout.…”

Section: Path Coefficients T-value P-value Conditionsupporting

confidence: 91%

“…Mainly, the individual factors related to academic stress can be divided into four personality traits: self-esteem, generalized self-efficacy, locus of control, and neuroticism. Moreover, research showed that the core of self-assessment as an individually induced factor can be negatively related to academic stress (Gök & Şen, 2022;Lian et al, 2014;Othman et al, 2022). The core of their evaluations in the form of an integrated personality structure reflects the fundamental beliefs of individuals about themselves and their passion for their world, which is manifested in the assessment of their abilities (GuoJie, 2021;Tavousi & Pour Sales, 2018;Umeanowai & Lei, 2022).…”

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confidence: 99%

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The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles

et al. 2022

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While several studies have addressed the interconnections between self-assessment and academic stress, much uncertainty still exists about the mediating role of coping styles in this interplay. Therefore, this research aimed to determine the mediating role of coping styles in the relationship between the core of self-assessment and academic stress. To this aim, a total of 384 English as a foreign language (EFL) learners in the training institutes in Woldia, Ethiopia, filled out three questionnaires, including self-evaluations, the coping styles, and the academic stress. The analysis of the data using structural equation modeling revealed that the core of self-assessment had significant negative effects on academic stress, emotion-based coping, and avoidance. Furthermore, self-assessment with the mediating role of other factors, namely problem-oriented coping, emotion-based coping, and avoidance coping showed to have a negative and significant effect on academic stress. Based on the findings, it is possible to receive personality traits as an individual factor, predict differences in individuals coping styles of academic stress, and, as a result, teach appropriate coping styles to EFL learners to reduce their academic stress.

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Section: Path Coefficients T-value P-value Conditionsupporting

confidence: 91%

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confidence: 99%

The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles

et al. 2022

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“…Motivation and attitude impact language learning, though specific mechanisms are unclear (Russell, 2020), ambiguity may hinder or aid learning, and impulsive learners tend to make more errors (Brown, 2000). Furthermore, successful language learners possess traits like reflexivityimpulsivity and field dependence-independence (Othman et al, 2022).…”

Section: Tesl Students As Good Language Learnersmentioning

confidence: 99%

“…In sum, this introduction sets the stage for delving into made between LLS and skill learning strategies (Feng & Webb, 2020;Lim et al, 2021;Rod 1994). Othman et al, (2022), along with Chamot and O'Malley (1987) and , define LLS as purposeful activities employed by learners to acquire and retain language and subject matter information. However, challenges persist in terms of consistency, validity, and application, with the impact of learning environment and task on strategy adoption noted (Brown et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exploring Language Learning Strategies of TESL Practicum Students Through a Phenomenological Lens for Enhancing Language Competency

Khamis,

Yunus,

Mansor

2024

IJLTER

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Proficiency in English as a second language (TESL) and effective cross-cultural communication skills are paramount for future educators. This study investigates the language proficiency learning strategies and motivations of TESL students in engaging with English communications beyond the classroom. This aspect is frequently underestimated in Malaysian educational contexts. Employing a phenomenological approach, qualitative interviews were conducted with 13 TESL practicum students at a Malaysian public university, selected through purposive sampling to ensure diversity in backgrounds and experiences. The study spanned from August 2021 to August 2023, totalling 2 years. The duration of each interview ranged from 45 minutes to 2 hours. Thematic analysis of interview transcripts using NVivo software unveiled significant themes such as using audio-visual materials, leisure reading, note-taking, self-speaking practice, music listening, teaching and learning, gamification, and football commentary. The implications of these findings extend to TESL students, academic researchers, English teachers, and higher education institutions, suggesting avenues for further research to enrich language proficiency and communication skills among TESL students. Integrating these strategies into language education curricula is essential for fostering effective communication skills among future educators, thereby contributing to the advancement of educational practices in Malaysia and beyond.

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“…The goal of the study by Othman et al (2022) was to look into the language learning techniques used by 22 Malaysian technical university freshmen, especially with regard to oral presentation abilities. Focus group interviews were used in the study, and the information gained was recorded, transcribed, and subjected to thematic analysis using O'Malley and Chamot's (1990) taxonomy.…”

Section: Past Studies On Language Learning Strategiesmentioning

confidence: 99%

An Investigation of Language Learning Strategies Used by Undergraduattes: Are there Relationship Acorss Variables

Abdullah¹,

Sharif²,

Ahmad³

et al. 2023

IJARBSS

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Language learners can learn the target language more easily with the help of language learning strategies, which are specific activities, behaviours, tactics, or approaches. It goes without saying that all language learners employ language learning techniques during the learning process. Investigating learning methods for learning Japanese as a foreign language is the goal of this quantitative study. The poll received responses from 107 people who were chosen at random. The tool employed is a survey that was duplicated by Wenden and Rubin (1987), who investigated language learners' learning processes. They looked into three primary strategies: resource management, metacognitive self-regulation, and cognitive components. This survey contains four sections and a 5-likert scale. According to table 1, section A of the demographic profile contains 2 components. 19 entries in Section B deal with cognitive aspects. Part D features 11 items on resource management, and Section C has 11 items on metacognitive self-regulation. The link between the three techniques is also investigated in this study. The results showed that resource management, metacognitive selfregulation, and cognitive components have a strong positive association. The strong connections between strategies and the use of language learning strategies highlight the important roles that these factors play in the Malaysian setting. Because of this, a teacher has a responsibility to concentrate on how pupils employ language learning strategies and how to control them in order to enhance learning outcomes.

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

Cited by 6 publications

References 11 publications

The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles

The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles

Exploring Language Learning Strategies of TESL Practicum Students Through a Phenomenological Lens for Enhancing Language Competency

An Investigation of Language Learning Strategies Used by Undergraduattes: Are there Relationship Acorss Variables

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