Identifying Language Learning Strategies Used by Polytechnic ESL Learners in Enhancing Speaking Skills

Salambau, Samantha Elesha; Lai, Belinda; Xian, Gan Poh; Fabian, Sara Ruran; Hashim, Harwati

doi:10.6007/ijarbss/v12-i6/13957

Cited by 2 publications

(2 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, memory strategies assist pupils in acquiring knowledge by obtaining new information, whereas cognitive strategies enable learners to practice the language indirectly acquired through the processes of analyzing, reasoning, summarizing, synthesizing, and reorganizing thoughts (Oxford, 1990;Oxford, 2001). Similarly, Oxford (2021) and Salambau et al (2022) said that metacognitive techniques let learners organize and arrange their own learning, which makes it easier for them to keep track of their own progress indirectly.…”

Section: Discussionmentioning

confidence: 99%

Identifying Language Learning Strategies Used by Mixed-Ability Year 6 Pupils in Enhancing Speaking Skills

Akmal Adam,

Abdul Rashid,

Muhammad Fadzli

et al. 2023

IJARBSS

View full text Add to dashboard Cite

English is a language that is easy to converse with, as the entire globe has shown. Despite the other language skills, speaking is viewed as the most crucial because it occurs frequently in both formal and informal settings. Poor language speaking skills and a lack of attention to speaking skills in language learning sessions or assessments are just two of the downsides that make it difficult for learners to develop speaking abilities. The purpose of this study is to identify the language learning techniques utilized by Year 6 pupils to develop their speaking skills. For this study, 40 Year 6 primary pupils from four suburban Selangor and Johor primary schools participated in this quantitative research methodology. The findings revealed that social strategy is the most preferred strategy by Year 6 learners in general. High achievers preferred compensation strategies, moderate achievers preferred metacognition strategies, and low achievers preferred social strategies when their abilities were compared. The variety of strategies chosen occurs has not been discovered which makes future studies may focus on these aspects. The data gained from this study helps pupils and English language teachers alike. While pupils who are aware of the language learning strategies have better selfregulation, the teacher can assist pupils in improving their speaking abilities and create lessons specific to the student's preferred learning methods.

show abstract

Section: Discussionmentioning

confidence: 99%

Identifying Language Learning Strategies Used by Mixed-Ability Year 6 Pupils in Enhancing Speaking Skills

Akmal Adam,

Abdul Rashid,

Muhammad Fadzli

et al. 2023

IJARBSS

View full text Add to dashboard Cite

show abstract

“…Implementing LLSs without considering the students' needs may not result in a successful learning process. Learners who are exposed to a diversity of learning strategies are more proactive in working to improve the effectiveness of their own learning (Jais et al, 2022). Intermediate and low-proficiency students can discover how GLLs utilise MALL to improve their listening and speaking skills and imitate them to upgrade themselves.…”

Section: Discussionmentioning

confidence: 99%

An Insight into Mall-Integrated Language Learning Strategies of Good Language Learners

Kaliappan,

Abd Rahman,

Sharifuddin

et al. 2023

IJARBSS

View full text Add to dashboard Cite

The dominance of English language around the world is enormous, and to become a competent and proficient student, it is essential to master all four language skills, particularly listening and speaking. English as a Second Language (ESL) learners can effectively acquire the language through Language Learning Strategies with technological advances. Good Language Learners could identify suitable Language Learning Strategies and utilize different learning strategies to master language skills successfully. This study, therefore, aimed to investigate the highly employed Language Learning Strategies by Year 6 ESL good language learners to enhance their listening and speaking abilities using Mobile-Assisted Language Learning (MALL). This quantitative research collected data from 50 Primary advanced ESL learners from selected schools located in Melaka, Malaysia through the administration of a survey questionnaire consisting of 3 parts with 5 Likert scales. The data collected was then analysed using SPSS version 26 and descriptive statistics. The study's findings revealed that the highly preferred MALL-integrated Language Learning Strategies by the Good Language Learners in the clustered schools to enhance their listening skills are the memory-related and social strategies. They used social and metacognitive skills primarily as they engaged in and developed self-direction in their learning through the integration of MALL to improve their speaking capabilities. These outcomes could provide educators with helpful insights for assisting students' language skills development and encourage the adoption of MALL in ESL classrooms.

show abstract

Identifying Language Learning Strategies Used by Polytechnic ESL Learners in Enhancing Speaking Skills

Cited by 2 publications

References 11 publications

Identifying Language Learning Strategies Used by Mixed-Ability Year 6 Pupils in Enhancing Speaking Skills

Identifying Language Learning Strategies Used by Mixed-Ability Year 6 Pupils in Enhancing Speaking Skills

An Insight into Mall-Integrated Language Learning Strategies of Good Language Learners

Contact Info

Product

Resources

About