The Language Learning Strategies of Low Archievers of English as a Second Language in Malaysia
The effective use of language learning strategies by second language learners plays an important role in overcoming difficulties in communication for both written and spoken purposes and to enhance their proficiency in the language. Hence, the present study investigated the language learning stra...
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | أطروحة |
| اللغة: | English English |
| منشور في: |
2004
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://psasir.upm.edu.my/id/eprint/10/1/1000548921_t_FBMK_2004_15.pdf |
| الوسوم: |
إضافة وسم
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| الملخص: | The effective use of language learning strategies by second language learners plays an
important role in overcoming difficulties in communication for both written and spoken
purposes and to enhance their proficiency in the language. Hence, the present study
investigated the language learning strategies used by 320 low achieving learners of ESL
(English as a Second Language) from both urban and rural schools in the state of
Selangor, Malaysia. Data obtained via a Respondent Background questionnaire and
interviews indicated the low achievers’ perceived reasons for learning the English
language. Most of them indicated that they had the interest in learning the English
language. The SILL (Strategy Inventory for Language Learning) questionnaire was used
to elicit responses on the use of language learning strategies by low achieving learners of
ESL and the differences in terms of strategy use between urban and rural low achievers.
The overall results obtained demonstrated that the low achieving learners did use
language learning strategies but their use was generally of moderate frequency. There
was also evidence that urban learners used memory, cognitive, metacognitive, affective,
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and social language learning strategies more often at moderate levels than rural learners
who indicated rather low levels of the activity. Results obtained via interviews with
teachers indicated that they were not aware of language learning strategies. They also
expressed that the low achieving learners did not show interest in the English language
lessons. Strategy training was also conducted in this study to determine the extent of
benefit that could be derived by low achievers from such training. Results obtained from
this quasi-experimental phase of the study revealed that low achieving learners who
participated in the training performed better in both written and spoken aspects of
language use in the post-tests than those who were not provided the training. Learners’
perception of the strategy training was also positive and they expressed that they
benefited from the training. Hence, the findings of the study underscore the need for
strategy training especially for low achieving learners of ESL, which may be included in
the school curriculum for TESL.
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