Abstract
Language Learning Strategies (LLSs) are important in learning a language especially in learning second and foreign language. Many studies on LLSs have been conducted by scholars around the world that prove the significant impact of employing LLSs in acquiring a second language. In Malaysia, English is regarded as a second language and learnt formally in school as an academic subject from 7 to 17 years old. This paper aims to investigate LLSs used by ESL learners who are artistically talented in an art school. This study is a survey and the data were gathered by administering the Strategy Inventory Language Learning (SILL) questionnaire by Oxford (1990). The questionnaire was given to 77 pupils who are 16 and 17 years old. They study in an art school in Malaysia and they have different talents in arts. They are considered as artistically talented to be enrolled in art school. The data were analysed descriptively. The finding shows that the most employed LLSs by art school ESL learners areMetacognitive Strategy and the least employed LLSs are Compensation Strategy. Most ESL learners in Malaysia are very dependent on teachers and have difficulty in achieving a certain level of fluency. They are not aware of their self-ability to govern self-learning. That is why LLS is very important as it effectively improves learners’ proficiency in acquiring the second language. Both teachers and pupils need to be aware of the learners’ ability and preference in choosing suitable LLSs. Since most of the previous researches focus on successful and good language learner, more studies need to be carried out to help and guide less successful learners to be at the same par as a good language learner.
Highlights
Language Learning Strategies (LLSs) is a part of the language field
This paper aims to investigate LLSs used by ESL learners who are artistically talented in an art school
A group of ESL learners in the same environment taught by the same teacher will not achieve the same level of proficiency at the end of the lesson
Summary
LLS is a part of the language field. It started to develop in the 1970s. Guidance can be given to those less successful learners by training them to use suitable and appropriate LLSs. By employing appropriate strategies, learners will be able to improve their proficiency, self-confidence, perception, reception, storage, retention, and retrieval of a language learned (Oxford, 2003; Oxford, 1990). As mentioned by Chien (2010), the use of LLSs will help non-native learners to enhance their learning This is a great opportunity to help ESL learners to improve their experience in language learning and fluency too. Cohen (1995) stated that LLSs have an explicit goal of assisting learners in improving their knowledge of a target language. This means that LLSs can be viewed as goal-oriented actions. As for the goals, they may differ according to the individual
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