Engineering Students' Language Learning Strategies (LLS) and Their Motivation in Learning Speaking Skills

The ability to communicate with others in English is pivotal in this digital era, thus it is only natural to expect the digital natives like Generation Alpha to have proper English skills as it is a common language used in technology and communication. While numerous studies had been conducted to identify the preferred language learning strategies (LLS) by the English as Second Language (ESL) students, there is a paucity of studies on the LLS used by Generation Alpha, thus this study aims to shed some lights to the teachers on how they can offer assistance for their learners so that they can autonomously choose the best method that can help them refine their speaking skill. 50 primary students aged nine to twelve were selected using a purposive sampling method; they are all good language learners. The Strategy Inventory for Language Learning (SILL) was adapted and modified to assess the frequency of use of LLS. The results of the descriptive analysis revealed that metacognitive and social strategies are the most dominant LLS used by Generation Alpha while affective strategy was the least used by them in enhancing their speaking skill. Future studies should consider finding the correlation between the use of digital tools and Generation Alpha's preferred LLS as digitalisation has apparently shifted the education paradigm. It is imperative that teachers are provided with clearer apprehension on how they can develop more effective teaching strategies for Generation Alpha based on the LLS that the pupils are gravitated to.

Section: Speaking Skill In Language Learningmentioning

confidence: 99%

Examining Language Learning Strategies (LLS) Through the Lens of Gen Alpha ESL Learners

Khirzani,

Yin,

Said

et al. 2023

“…Rubin (1975 pointed out that good second language learners are motivated, spot on in their guesses, motivated to interact, are not shy, always seeking room for practice, keep a record of their own expressions and are attentive to sense and this is further expanded by O 'Malley, et al in 1985 as he and his associates pointed out three other aspects of language learning strategies known as metacognitive, emotional and social or effective strategies. John, et al (2021); Kehing et al (2021), continue to highlight the significance of language learning strategies mentioned which are classified as the direct and indirect strategies. These are further branched into six different strategies.…”

Section: Language Learning Strategiesmentioning

confidence: 99%

Language Learning Strategies used by ESL Primary School Pupils to Enhance Grammar and Vocabulary Skills

Jirin,

Abdull Majid,

Yinhui

et al. 2023

Vocabulary and grammar skills are fundamental in language learning. It is essential for educators to discover the learners' preferences, needs and interests using the Language Learning Strategies (LLS) in learning the English language. However, a big number of teachers and learners are still unaware of the LLS used to elevate effective ESL learning. There is also a dearth of study on LLS used by ESL learners, specifically on grammar and vocabulary. Therefore, this study seeks to identify the LLS employed by learners in a rural primary school in Lahad Datu, Sabah in enhancing their grammar and vocabulary skills. This study is a quantitative study using survey as a method. The data were gathered using a set of questionnaires which was adapted from the Strategy Inventory for Language Learning (SILL). The questionnaire was distributed to 61 respondents aged 11 and 12 years old from a rural primary school in Sabah. Statistical Package for Social Sciences (SPSS) was used to analyze the data descriptively. The results of the study show that most of the respondents preferred metacognitive strategy as compared to the other strategies, while the least preferred strategy is the cognitive strategy. Thus, teachers are suggested to train these ESL learners to be independent learners using comprehensive, independent, and effective approaches in learning the English language. This study also suggests various activities that are effective in helping learners using other LLSs. Further studies are recommended to investigate the potential of different LLSs among different types of learners or involving other subject areas.

“…The researcher also intended to see whether there might be any differences between the LLS use between these two groups of learners on the global stage. (Lim et al, 2021;Nair et al, 2021) Secondary / High school (4) Upper-form ESL students (Adan & Hashim, 2021;John et al, 2021) Lower-form ESL students (Vimalakshan & Aziz, 2021) Iraqi senior high school EFL students (Abdullah, 2022) College ( 2) Semester 1 Polytechnic Engineering students (Kehing et al, 2021) A college EFL learner of the English Education Program (Salam et al, 2020)…”

Section: Includedmentioning

confidence: 99%

Language Learning Strategies Used by ESL/EFL Learners: A Systematic Review (2019 – 2023)

John Peter,

Hashim

2023

Language Learning Strategies (LLS) have been studied and proposed by numerous scholars for decades since the 1970s to help ESL and EFL learners improve their English language skills around the globe. However, most researchers employ a quantitative approach by conducting cross-sectional studies to investigate the frequency of LLS use among L2 learners. More attention should be paid to the factors affecting the use of LLS. This review investigates the most and the least frequently used LLS utilised by current ESL and EFL learners to enhance their language skills. Thirty-two articles were carefully selected out of 348 from Educational Resources Information Centre (ERIC) and Google Scholars databases, from 2019 to 2023, for final consideration. The findings confirmed that metacognitive strategies, a component of the indirect category, were the most preferred by ESL and EFL learners. On the other hand, both memory and affective strategies were the least employed by the group, as mentioned earlier by learners. These strategies belong to direct and indirect classes, respectively. The leading focus group in the bulk of the studies was university learners compared to the primary and secondary students. Hence, this finding implies the need for more studies to be carried out in the latter fields, including elementary school and professional individuals, to provide a better understanding for all. This review aims to illustrate the recent trends in the LLS domain to the stakeholders in the educational sector, which in turn could help them apply the relevant pedagogical approach in teaching ESL and EFL learners. More studies should be carried out in different settings and by employing more qualitative methods since digitalisation in the education field is becoming increasingly prevalent.