Comparing Local and International Chinese Students’ English Language Learning Strategies

Margreat Aloysious Anthony,Sree Nithya Ganesen

doi:10.7575/aiac.alls.v.3n.2p.52

Abstract

According to Horwitz (1987) learners’ belief about language learning are influenced by previous language learning experiences as well as cultural background. This study examined the English Language Learning Strategies between local and international Chinese students who share the same cultural background but have been exposed to different learning experiences. Given the significant number of local and international Chinese students enrolled in educational institutions, there is a need to understand the differences and similarities in the learning strategies of these two groups. The sample for the study comprised of 60 local and 50 international Chinese students currently enrolled at a local private college. The Oxford Strategy Inventory for Language Learning (SILL) was administered as a measure of learning strategy preferences. The study reveals that language learning experiences as well as socioeconomic status impact the learning strategy adopted by both local and international Chinese students. The findings of this study point to the need to address the needs of these students in order to enhance their English language learning experience in Malaysia.

Highlights

Introduction major goals of higher educationKnowles (1975) stated that teachers have to help learners develop the attitude and concept that learning is a lifetime process, and learners need to be equipped with the skills of self-directed lifelong learning
Bremmer (1999) and Oxford (1989) reported that second language proficiency/achievement is related to language learning strategies
Oxford; (1990) reported that it appears that successful language learners have the ability to orchestrate and combine particular types of language learning strategies in effective ways according to learning strategies in order to help the instructors to better understand the learner strategies used and to promote learner autonomy

Summary

Introduction

Knowles (1975) stated that teachers have to help learners develop the attitude and concept that learning is a lifetime process, and learners need to be equipped with the skills of self-directed lifelong learning. In order to achieve the skills of self-directed lifelong learning, one has to be equipped with the language learning strategy as it is part of lifelong learning. Bremmer (1999) and Oxford (1989) reported that second language proficiency/achievement is related to language learning strategies. Oxford; (1990) reported that it appears that successful language learners have the ability to orchestrate and combine particular types of language learning strategies in effective ways according to learning strategies in order to help the instructors to better understand the learner strategies used and to promote learner autonomy

Objectives

Methods

Results

Discussion

Conclusion