Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary

Azlina Abdul Aziz,Chen Hie Chan

doi:10.47405/mjssh.v6i3.707

Abstract

Language Learning Strategies (LLS) are widely implemented in the learning of English as a second language (ESL). In order to make the language communicable, vocabulary is the main element to cope by the ESL learners. Hence, LLS is helpful in aiding the learners to develop the ESL vocabulary effectively according to the learners’ needs. Derived from the issue, the study is aiming to identify the best strategies among Chinese school learners as they share the same environment background in learning ESL vocabulary. A survey was distributed through google form to all the Chinese primary schools in a suburban district. The total number of sixty-two respondents in Primary Five were chosen in collecting the LLSs in learning ESL vocabulary with the learners’ academic achievement. The findings portrayed the learners who performed high academic achievement are those who implemented metacognitive strategies widely when learning vocabulary. Thus, the findings could be an alternative for teachers and learners in future teaching and learning of ESL vocabulary in Chinese schools.

Highlights

Second language learners depend largely on the words to build sentences which are meaningful in order to converse in daily communication
Erdogan (2018) claimed from the findings indicated the significant relationship between the learners’ achievement levels and the implementation of language learning strategies
To better analyse the various learning strategies implemented by the Chinese school learners, the researcher used the following magnitude by Schober et al (2018) to better interpreting the correlation coefficient which significantly relating between Language Learning Strategies (LLS) with the learners’ academic achievement

Summary

Introduction

Second language learners depend largely on the words to build sentences which are meaningful in order to converse in daily communication. The learners themselves have to understand which strategies work the best on them in order to acquire vocabulary effectively. The key factor of the failure is the limitation of the vocabulary and zero association of the vocabulary with the language skills. These shortcomings unfavorably impacted the learners’ achievement in English and caused the low proficiency level for English language. The adapted Strategy Inventory for Language Learning Version 7.0 (ESL/EFL) (SILL) Oxford (1990) was studied to identify the significant relationship between the LLSs with the academic achievement in order to comprehend the best in teaching and learning ESL vocabulary for Chinese school learners

Literature Review

Methodology

Findings

Result & Discussion

Conclusion