Language Learning Strategy Use and English Language Proficiency

Akbar, Ali Hammad; Zaman, Aleena; Khan, Fatima Alam

doi:10.31703/gssr.2018(iii-ii).25

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…Hence, language learning strategies used by nursing academy students of AKPER Bina Insani Sakti Sungai Penuh reported high use of memory, compensation, metacognitive, affective, and social strategies and medium use of cognitive strategies. This study's findings are consistent with those of previous studies by Adan and Hashim (2021), Marto (2021), Vimalakshan and Aziz (2021), Ali, Zaman, andKhan (2018), andFernandez (2021), which discovered that the metacognitive strategy was the most commonly used language learning strategy by students. From these findings, we can see that students are interested in managing their language learning.…”

Section: Discussion Language Learning Strategies Used By Nursing Acad...supporting

confidence: 92%

Language Learning Strategy Used by Nursing Academy Students in Learning English

Parera

2022

langue

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The objectives of this research were to describe the language learning strategies used by nursing academy students in learning English and to describe the classification of language learning strategies used by higher and lower score students in learning English. A questionnaire was used as the instrument for this research. The participants of this research were 57 students of the nursing academy (AKPER Bina Insani Sakti Sungai Penuh). The researcher used the Strategy Inventory for Language Learning (SILL) by Oxford (1990) to determine the student’s language learning strategy. The result revealed that the students used all strategies (memory, cognitive, compensation, metacognitive, affective, and social), which were categorized as high and medium. The highest mean value was Metacognitive strategies (3.64). The higher scores of nursing academy students also used all six learning strategies, with the highest mean values referring to Metacognitive and Social strategies (4.10). On the other hand, the lower score students sometimes used and generally did not use the learning strategies in their learning activities. which is shown with the highest mean value was the memory strategy (3.02). As a result, it is simply categorized as medium strategy employed by students.

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Section: Discussion Language Learning Strategies Used By Nursing Acad...supporting

confidence: 92%

Language Learning Strategy Used by Nursing Academy Students in Learning English

Parera

2022

langue

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“…Similarly, Griffiths (2008) emphasised that LLS is the selfregulatory effort made by language learners. According to Ali, Zaman, and Khan (2018), learners were given autonomy to become more accountable for their own learning. As a result, language learning is solely dependent on the outcomes of language learners' deliberate efforts with LLS.…”

Section: Literature Reviewmentioning

confidence: 99%

Language Learning Strategy: Comparison of Online and Face-to-Face ESL Classrooms

Kamaruzaman¹,

Azmi²,

Zulkflee³

et al. 2023

IJARPED

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Awareness of students' LLS is highly useful for teachers to make informed decisions in their teaching practice. Although numerous researchers on LLS have been done, there has been no research comparing Malaysian students' LLS in online lessons and face-to-face lessons. It is of great importance to explore this because the practice of incorporating blended learning that combines both online and face-to-face lessons has been on the rise. As such, this study explored Malaysian students' language learning strategies during both online and face-to-face lessons. Mixed-method research approach was employed in which the first is a 5-point Likert scale survey questionnaire that was adapted from Oxford's (1990) SILL questionnaire. 60 upper form ESL students were selected through convenience sampling to respond to the questionnaire. Aside from that, semi-structured interviews were carried out on 6 respondents from the questionnaire survey in order to obtain comprehensive responses from the participants. The research instrument aims to answer two research questions; 1) What are the language learning strategies used by Malaysian ESL learners in online classrooms? 2) What are the language learning strategies used by Malaysian ESL learners in face-to-face classrooms? The data was analysed using IBM SPSS Statistics version 27 and the findings were analysed descriptively by interpretation of mean scores and standard deviation. The findings suggest that students mostly use metacognitive and cognitive skills in both online and face-to-face classrooms. However, students use more direct learning strategies including memory and compensation strategies in online classrooms. Whereas, in face-to-face classroom, students generally lean more towards indirect learning strategies such as affective and social strategies. These findings implied that both online and face-to-face classrooms allow students to employ different learning strategies which can be beneficial for their language development. Hence, learning and teaching instructions that include both traditional and technologically enhanced ESL lessons would positively impact students. Future research of wider scale that includes diverse populations particularly from the quantitative view point would greatly help in adding onto the findings of this research.

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“…Language Learning Strategies are described differently by various scholars, and this has been decided upon by Winarsih, Salam, and Riyanti (2021). Ali, Zaman, and Khan (2018) assert that there are several modes of learning that exist both within and outside the classroom. The learners are granted autonomy and are prepared to work independently and develop their own system of language learning.…”

Section: Literature Review Language Learning Strategymentioning

confidence: 99%

Language Learning Strategies Used by ESL Students of a Chinese Secondary School in Improving Speaking Skills

Chee¹,

Kathiyaiah²,

Hani³

et al. 2021

IJARBSS

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In this globalization era, English has progressively become the medium in every aspect of communication, both in local and international surroundings. Hence, there is a request for speakers who can communicate in English productively in every country. Speaking is one of the most fundamental skills in English language education. A lot has been discussed relating to the good language learners, but not much is investigated about the strategies used in a Chinese school in order to further improve and acquire their second language learning skills. Besides that, students differ in proficiency, hence a suitable language learning strategy needs to be identified to enhance their speaking skills. Thus, this paper aims to identify language learning strategies and also to discover the direct or indirect strategies used by ESL students of a Chinese Secondary school in improving speaking skills. This study employed a quantitative design where a questionnaire was used in collecting the data. The survey was conducted among 50 Senior 2 learners in a particular Chinese school. A purposive sampling technique was used to select the students for this study. The results of the study have indicated that the metacognitive approach is the most often utilized language learning strategy among Independent Chinese School students in enhancing speaking skills. Furthermore, the findings and implications in this study may be beneficial to some ESL educators in exploring the effectiveness of utilizing suitable language learning strategies in enhancing speaking skills in the future.

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Language Learning Strategy Use and English Language Proficiency

Cited by 4 publications

References 6 publications

Language Learning Strategy Used by Nursing Academy Students in Learning English

Language Learning Strategy Used by Nursing Academy Students in Learning English

Language Learning Strategy: Comparison of Online and Face-to-Face ESL Classrooms

Language Learning Strategies Used by ESL Students of a Chinese Secondary School in Improving Speaking Skills

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