Language Learning Strategies in Acquiring English Language Skills among Year 5 Pupils in Rural Areas in Southern Malaysia

Shu Min Tee,Harwati Hashim,Ang Fong Nie,Nurzawanah Rohaizat,Kalsum Mohamed,Xiu Wei Chen

doi:10.6007/ijarbss/v11-i7/10353

Abstract

Language Learning Strategies (LLS) and their advantages in enhancing and acquiring second language learning skills are not consciously known, especially to young learners. The main objective of this study is to identify the most preferred language learning strategies by the Year 5 primary pupils in rural areas in Southern Malaysia and the least practiced strategies in learning the English language. This study adopted a quantitative research design by adapting the Strategy Inventory for Language Learning questionnaire as a research instrument. The data was collected from 70 respondents by using a simple random sampling technique and then analysed descriptively. Through a comparison of means, this study had discovered that various strategies were practiced by the respondents. However, the most employed strategy is memory strategies, while the affective strategies are favoured the least. It is hoped that this study may give some insights and benefits to the ESL teachers in enhancing their teaching and learning process by introducing and emphasising various learning strategies for better self-regulated learning.

Highlights

An OverviewLanguage Learning Strategies among language practitioners has been an interesting research topic, especially in finding out the strategies adopted by the successful learners in which are applicable for the less successful learners in second language acquisition
Research Objective The objective of this study is to explore the language learning strategies practiced by the Year 5 pupils in rural areas in Southern Malaysia in acquiring English language skills
Findings and Discussions The findings of this research will be explored on the language learning strategies used by two rural primary school pupils

Summary

Introduction

An OverviewLanguage Learning Strategies among language practitioners has been an interesting research topic, especially in finding out the strategies adopted by the successful learners in which are applicable for the less successful learners in second language acquisition. As for Chamot and Kupper (1989); O'Malley and Chamot (1990), they described language learning strategies as precise thoughts and activities that maximise the learning process and comprehension of new input and information. These methods become a valuable toolkit for active, aware, and purposeful self-regulation of learning when the learner actively picks techniques that fit his or her learning style and the second language task at hand. This has further been supported by Hashim et al (2018) that learners must be able to recognise their individual learning styles and preferences in order to determine which language learning strategies are best for them, so that the methods can become habits and eventually turn them into good language learners

Objectives

Methods

Results

Conclusion