Identifying Young Learners’ Language Learning Strategies in Learning English Vocabulary

Catherine Wong Hui Tiing,Hooi Sieng Liew,Sharvin Devi Mohan Raw,Madaline Niek Yai Wen,Harwati Hashim,Poh Phui Chan

doi:10.6007/ijarped/v10-i2/10029

Abstract

Many theories share the proposition that humans can be categorized according to their learning style and learning strategies. The varieties of learning strategies preference increase the difficulty for an educator to teach an English Second Language Learning (ESL) classroom. Vocabulary is the most important and fundamental aspect of learning a second language. Past studies have shown numerous vocabulary learning strategies (VLS) being investigated on secondary and tertiary level but limited in primary level, as well as taking gender preference into account. Therefore, this study aims to identify the most used language strategies in vocabulary learning and explore the gender differences in the preference of vocab learning strategies among Year 5 pupils in an urban primary school in Malaysia. With the reference of six language learning strategies (LLS) classified by Oxford, a quantitative investigation was conducted using four-point-Likert-scale questionnaires adopted from Perceptual Learning-Style Preference Questionnaire on 40 respondents selected through a purposive sampling. Descriptive statistics is used to analyse the data by calculating the mean. Findings showed that metacognitive is the most used VLS among primary pupils in general and there is an obvious difference in preferences between two genders. Female pupils basically apply more strategies than male pupils and they favour social strategies. Educators should take the preferences of VLS between genders into account when it comes to designing differentiated learning approaches to enhance vocabulary learning in an ESL classroom.

Highlights

In Malaysia, vocabulary learning strategies (VLS) should be notable to consolidate and empower vocabulary learning among primary school pupils
In many other countries, related research are used to investigate the effectiveness of vocabulary language learning strategies at secondary, tertiary and undergraduate students : (1) social strategy in Turkish (Baskin, Iscan & Birol, 2017), (2) compensatory strategy (Mokhtar, Raiwan, Yahaya, Abdullah & Mohamed, 2017) in Malaysia, (3) the use of VLS based on gender differences (Shadikah, Fauziati & Supriyadi, 2017) and (4) the use of VLS between high and low vocabulary learners (Ghalebi, Sadighi & Bagheri, 2021) in Iran
Implications and Conclusion Vocabulary is the fundamental element of a language as the main four skills, reading, writing, listening and speaking rely on the lexicon derived from vocabulary learning

Summary

Introduction

In Malaysia, vocabulary learning strategies (VLS) should be notable to consolidate and empower vocabulary learning among primary school pupils. The use of language learning strategies (LLS) has been increasing to aid pupils in acquiring vocabulary knowledge and skills. This study will discuss various challenges of vocabulary learning strategies (VLS) and Language Learning Strategies (LLS) and its role in facilitating vocabulary learning. VLS are regarded as one of the language learning strategies to acquire four fundamental skills namely reading, writing, listening and speaking. There are six language learning strategies (LLS) pertaining to vocabulary learning such as memory, cognitive, compensation, metacognitive, social and affective language learning strategy. LLS describes that a good language learner is based on the frequency of using these strategies. The study aims (1) to identify the most used learning strategies among year 5 pupils and (2) to explore the preferred language learning strategies in learning vocabulary by gender

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Conclusion