The relationship of TASL learners' beliefs about Arabic language learning and language learning strategies /
This study investigated beliefs about language learning and strategies used by 80 TASL learners from Kulliyah of Education at the IIUM. Two instruments were used to measure learners' beliefs and their strategies; (1) BALLI (Beliefs about Language Learning) created by Horwitz (1987) and (2) SILL...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur :
Kulliyyah of Education, International Islamic University Malaysia,
2017
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| Subjects: | |
| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| Summary: | This study investigated beliefs about language learning and strategies used by 80 TASL learners from Kulliyah of Education at the IIUM. Two instruments were used to measure learners' beliefs and their strategies; (1) BALLI (Beliefs about Language Learning) created by Horwitz (1987) and (2) SILL (Strategies Inventory for Language Learning) created by Oxford (1990). The data collected were analyzed descriptively to identify frequencies, means, and standard deviations and Pearson correlation was used to identify the correlation between beliefs about Arabic language learning and language learning strategies of TASL learners. The findings showed that TASL learners have strong motivation and desire in Arabic language learning. They also understand well the nature of language learning. However, their beliefs are at medium level in terms of language learning ability, communication practice, and difficulty in Arabic language learning. That was why the strategies mostly used were metacognitive, social, compensation strategies to overcome those limitations. Since, their motivation, desire and understanding in Arabic language learning are high, the memory, cognitive, and affective strategies was lower than the first three strategies used. |
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| Physical Description: | xii, 166 leaves : illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 151-161). |