Abstract
Web 2.0 popular platforms such as Facebook, YouTube and Wikis offer an emerging social networking practice, collective intelligence and a natural context to promote learner independence in informal ESL acquisition. This paper presents a review of recent research that investigates “the perceived learning strategies of Malaysian university students in Web 2.0-based informal learning of ESL”. The main research question considers how ESL learners account for the strategies of Web 2.0-based ESL learning when they engage with these tools in informal, learning settings. Questionnaires were used to generate quantitative data from the university student population (N=400) through an on-line self-reported survey. Results suggest that the majority of the Malaysian university students (ESL learners) surveyed use learning strategies with Web 2.0 tools for their English informal learning that are intentional and purposeful, and provide valuable lifelong learning experiences too. Powerful shared intentions and thoughts guide actions, shared practice and sociocultural mediation through Web 2.0 tools and roles in this informal learning activity system, locally and globally. These learners also seek help from their peers and their own independent research, using web 2.0 tools to practice in communicative language learning environments outside of the classroom in more relaxed atmosphere. This media has enabled students to adopt new learning behaviours, cooperative practice, mutual engagement and responsibilities consistent with the realities of a rapidly changing virtual community. The participants also expressed strong positive experiences and perceptions towards learning strategies with Web 2.0 tools towards their meaningful English informal learning. DOI: http://dx.doi.org/10.17576/GEMA-2014-1401-03
Highlights
This section draws on current literature to provide a theoretical direction for understanding and interpreting Web 2.0-based informal English as a Second Language (ESL) learning strategies for Malaysian university students
This section sought to analyze the strategies Malaysian university students employed in order to enhance their informal ESL learning mediated by Web 2.0 tools
The significance of this study is that the researcher brings fresh insights to current understandings at the core of the matter. They illuminate the potential of Web 2.0 tools for informal learning strategies in pursuing this medium for ESL learning beyond the classroom
Summary
This section draws on current literature to provide a theoretical direction for understanding and interpreting Web 2.0-based informal ESL learning strategies for Malaysian university students. Learning strategies are the conscious beliefs and actions that learners set up to aid advancement of their learning. Advanced learners have a metacognitive strategy of monitoring their learning methods, are alert to set tasks, and have the capacity to adopt ISSN: 1675-8021. In further detail, Anderson (2003) notes that: The purpose of strategy use is to improve performance in the use of one’s [second language] L2. Strategies are the conscious actions that learners take to improve their language learning. There is active involvement of the L2 learner in their selection and use. Strategies are not an isolated action, but rather a process of orchestrating more than one action to accomplish an L2 task. Strategies are related to each other and must be viewed as a process and not as a single action
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