Types of Language Learning Strategies Used by Tertiary English Majors

Abstract

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.

Proficiency Level and Language Learning Strategy Choice of Islamic University Learners in Indonesia

“…Interestingly, studies related to the use of the six main categories of LLS in the SILL, at different proficiency levels, have displayed consistent results with profiles of the strategy use. Several studies, for example, have noted that all three proficiency levels favored meta-cognitive strategies (Chuin, & Kaur, 2015;Hayati, 2015;Idham, 2014;Magogwe, 2005;Radwan, 2011). Similarly, Radwan (2011) who conducted studies in Oman found that both proficient and less proficient learners used meta-cognitive strategies at a high frequency.…”

Grammar Learning Strategies Applied at the Chinese Department of Bina Nusantara University

“…So teachers have to equip themselves with proper instrument of language learning, so they are able to determine their students' language learning strategy. Moreover, they have to make sure that students are able to use their strategies to mastering any new learning situation (Chuin & Kaur, 2015).…”

Language strategies used by tourism degree students for learning German as a third language

“…This current study adopts the framework developed by Oxford (1990), which is one of the most widely-accepted classification scheme involving a variety of language learning strategies. The SILL was chosen for this study because it is the most frequently used strategy scale and it is highly reliable and valid (Ellis, 1994;Sung, 2011;Judge, 2012;Barrios, 2015;Chuin & Kaur, 2015), both in its original English version and in translation as in the present case.…”

“…The instructor's goal is to develop a student that is able to evaluate and identify the appropriate strategy that could solve the language learning task. Furthermore, the instructor has to make sure that students are able to transfer the strategies that they have mastered to any new learning situation (Chuin & Kaur, 2015). In any case, just one methodology might not serve for all the degree courses; the specific characteristics of the students need to be borne in mind (Gil et al, 2009), as well at their perceptions of their use of strategy categories.…”