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Abstract
Despite the existence of many studies about language learning strategies (LLS) around the world, little work has been reported on the LLS use of Islamic university students from a qualitative perspective. Thus, to fill this empirical gap, this study is aimed to explore the LLS use and choice by learners studying at an Islamic university in Indonesia. This study employed a qualitative approach by interviewing 18 learners who would become teachers of English as a Foreign Language (EFL). They have been interviewed about the ways or strategies when they are learning English. The data gained from the interviews were analyzed by thematic analysis. The findings demonstrated that learners reported using the strategies which are classified into six LLS categories (memory, cognitive, compensation, metacognitive, affective, and social strategies) in learning English. However, most strategies reported by the learners were categorized into metacognitive strategies. Another significant finding is that several strategies such as practicing strategies (practicing four language skills; listening, speaking, reading, and writing), watching TV/ English Movies, memorizing, and using the internet were mostly reported by learners in improving their English skills. This study is beneficial for the classroom practice of teachers in enhancing their teaching methodology by knowing learners’ learning strategies to make it easier for the teachers to design the learning activities. Furthermore, this study is also beneficial for novice EFL learners in which the strategies in this study could be models for them.
Highlights
Research has confirmed that the success of language learning is significantly impacted by the factors associated mostly with the learners themselves (Lamb, 2004; Rubin et al, 1982). Rubin et al (1982) emphasize that “you, the language learner, are the most important factor in language learning” (p. 1)
This assertion emphasizes the significant role of the learners in finding their way by developing positive attitudes to learning, and be successful learners. These positive ways or attitudes of the learners are best identified via their choices and use of language learning strategies (LLS), which, in turn, are defined as the behaviors, ways, steps, or actions taken by learners to enhance their learning of another language (Chamot, 2004; Cohen, 2011; Grainger, 2012; Griffiths, 2003; Oxford, 1990, 2016)
Because LLS is dynamic and complex, a qualitative approach is considered to be more appropriate in doing a study on LLS (Nguyen & Terry, 2017). This current study provides the language learning strategy from the qualitative side by investigating the most favorable strategies use and choice among English as a Foreign Language (EFL) learners at an Islamic university
Summary
Research has confirmed that the success of language learning is significantly impacted by the factors associated mostly with the learners themselves (Lamb, 2004; Rubin et al, 1982). Rubin et al (1982) emphasize that “you, the language learner, are the most important factor in language learning” (p. 1). LLS use and choice of students from the qualitative approach has not received widespread attention from language learning strategy researchers in Indonesia, concerning prospective English language teachers of Islamic Universities. The majority of studies on LLS have focused on junior and senior high school students (Alfian, 2016; Amir, 2018; Mistar & Umamah, 2014; Pradita, & Nindita, 2019) In filling these gaps, this present paper documents the use and choice of LLS from the qualitative perspective of 18 prospective English language teachers at an Islamic university context in Indonesia
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