The relationship between English language learning strategies and proficiency of pre-university students: A study case of UMS

Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

doi:10.1063/1.4887688

Cited by 4 publications

(7 citation statements)

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“…The high usage of metacognitive strategies reflected that the respondents acknowledged the importance to coordinate their language learning. The findings of this study were consistent with the study conducted by Kiram et al (2014) which claimed that Malaysian undergraduates employed metacognitive and social strategies the most in their past language learning experience. Besides, Kiram et al (2014) also suggested that affective and memory strategies were the least preferred strategies employed by Malaysian undergraduates.…”

Section: Discussionsupporting

confidence: 82%

“…The findings of this study were consistent with the study conducted by Kiram et al (2014) which claimed that Malaysian undergraduates employed metacognitive and social strategies the most in their past language learning experience. Besides, Kiram et al (2014) also suggested that affective and memory strategies were the least preferred strategies employed by Malaysian undergraduates. In contrast to this, the study by Subramanian and Palanisamy (2014) revealed that cognitive strategies were the most preferred strategies used by Malaysian secondary school students while compensation strategies had the least usage.…”

Section: Discussionsupporting

confidence: 82%

“…The students were more inclined to use indirect strategies as the findings showed that the top two strategies used by the students were metacognitive and social strategies. This finding aligns with the results from a study conducted by Kiram et al (2014) who investigated LLS among undergraduates from a university in Malaysia. They reported that their respondents were in favor of using indirect strategies rather than direct strategies.…”

Section: Discussionsupporting

confidence: 81%

“…To date, there is only one study (Naeeini, Maarof, & Selehi, 2011) which documented the language learning strategies of English majors in a public university in Malaysia (the National University of Malaysia). Most studies targeting preuniversity students do not focus on English language majors (Kiram, Sulaiman, Swanto, & Din, 2014;Shafie, 2013).…”

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confidence: 99%

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Types of Language Learning Strategies Used by Tertiary English Majors

Chuin

Kaur

2015

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This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford's (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students' perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of language learning strategies. The English majors were reported to use metacognitive strategies the most. The least preferred strategies among the English majors were memory strategies. Some of the students' perceptions were positive as they perceived that language learning strategies developed their language competency and required a conscious and deliberate effort. Conversely, some negative perceptions illustrate that students had low awareness of language learning strategies and they believed that language learning strategies did not develop language competency and the usage did not require conscious effort. Research in this field should not cease from exploration in order to contribute towards the development of self-regulated language learners who have problem solving skills and are able to take control of their learning process.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionsupporting

confidence: 82%

Section: Discussionsupporting

confidence: 81%

mentioning

confidence: 99%

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Types of Language Learning Strategies Used by Tertiary English Majors

Chuin

Kaur

2015

TEFLIN

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“…For example, Oxford and Nykos in USA (1989), Punithavalli in Malaysia, Demirel in Turkey (2012) indicated the greater dominant preference of the females on the language learning strategies. Many other studies indicating similar female-dominant results on the language learning strategy use were also cited in the literature (Foong & Goh, 1997;Mochizuki,1999;Peacock & Ho, 2003;Punithavalli, 2003;Lan & Oxford, 2003;Khalil, 2005;Gürata, 2008;Cesur, 2008;Tahriri & Divsar, 2011;Gülsoy, 2011;Božinović & Sindik, 2011;Kayaoğlu, 2012;Doro & Habok, 2013;Yunus, Sulaiman & Amin, 2013;Özmen & Gülleroğlu, 2013;Kiram et al, 2014;Akın & Çetin, 2016;Mitits, 2014;Charoento, 2017;Javed & Ali, 2018). However, some studies found higher rates of male language learning strategy use in comparison to the females (Wharton, 2000;El-Dib, 2004;Abbasian, Khajavi & Mardani, 2012;Aliakbari & Hayatzadeh, 2008) even though the gender-based results of the language learning strategy use frequency were not statistically meaningful (Mullins, 1992;Kaylani, 1996;Vandergrift, 1997;Ed-Dib, 1999;Griffiths, 2003;Nisbet et al, 2005;Rahimi, Riyazi, Sahif, 2008;Psaltou-Joycey, 2008;Tahriri & Divsar, 2011;Gavriilidou & Papanis;.…”

Section: Relationship Between Gender Academic Major Grade Levels Andmentioning

confidence: 65%