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.
Accurate and clear pronunciation plays a major role in language learning in order to communicate verbally in target language. Most secondary students in Malaysia still face difficulty in pronouncing English words correctly even though they have learned English as a second language for at least six years. This research aims to investigate the effectiveness of using animated film in enhancing pronunciation and also explore its influence towards learner's motivation. A mixed method action research is used to obtain both quantitative and qualitative data. Pre-test and post-test are carried out and a paired T-test is run with SPSS to investigate the effectiveness of the teaching method towards different phonetic groups. Meanwhile, a semi-structured interview is conducted with 16 participants to identify their confidence level in word pronuncing . Results show that there are significant improvements in pronouncing 'words with voiced and unvoiced consonant', 'words that look alike' and 'words with silent letter' but not in 'words with short and long vowel' and 'words with more than two syllables.' It indicates that the effects of animated film in pronunciation teaching are varied towards different categories of word due to several factors. Thus, educators have to be aware of the factors that diminish the effectiveness of intervention used and overcome them for better teaching and learning process.
Despite its significance, speaking skill is often neglected in ESL/EFL classroom as most educators and learners find it challenging. It becomes more challenging with the strike of global crisis Covid 19 due to the forced remote teaching and learning. This study reviews the teaching approaches that are effective to enhance speaking skill among ESL/EFL speakers. It aims to systematically review the developments of teaching approaches that can be used to enhance learners' speaking skill and highlight the trends that began in the strike of pandemic covid 19. This systematic review is conducted based on the five steps proposed by Khan et al (2003). Articles were explored based on the application of selected keywords on various data base. A total of 15 related articles were identified, where 5 of them are conducted during the pandemic. Data were analyzed and tabulated in findings. Result shows that task-based approach and present, practice and produce approach are effective to enhance speaking skill. Meanwhile role play and information gap are most popular intervention used in task-based approach. Result also indicates that speaking skill teaching approaches used before the pandemic is transferable to be applied in remote teaching during the pandemic.
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