Language learning in education has evolved over the years as students of various cultures and traditional backgrounds have been enrolled in language learning programmes as part of the education system. The English language is the second language of the Malaysian education system. The learners in the Malaysian education system cope with English language learning differently. The purpose of this study is to identify strategies used by lower secondary ESL learners to improve their English language skills. A survey was administered in a chosen secondary school in a suburban district. The survey used in the study was adopted and adapted from Oxford's (1990) Strategy Inventory for Language Learning (SILL) version 7.0. The modified version consisted of 30 statements on a Likert scale of 1 to 5. The survey was conducted through an online google form. A total number of thirty Form 1 students have been selected through purposive sampling as respondents. The data collected then analysed with descriptive statistics using frequency and percentage counts. The findings portrayed that lower secondary ESL learners preferred metacognitive-related strategies over the other strategies. Thus, the findings could be useful for researchers to study suitable learning materials to cater to students who practice various learning styles in language learning.
Digital gamification has been argued to be a fun and enjoyable method to support English as a Second Language (ESL) and to ease the gap between students' learning and educational practice. This systematic review presents an overview on the use of gamification in learning language skills in ESL classrooms. Furthermore, this review study maps learning experiences of learners and their learning outcomes when they deal with language skills through gamification. For this systematic review, 16 publications dating from 2016 through 2021 were studied. These studies reported positive effects of gamification on learners' learning experiences and their learning outcomes. Being enjoyable, engaging, motivating and fun were positive learning experiences of gamification learning in ESL environments. Content language learning, engagement, motivation, and satisfaction were targeted learning outcomes of gamification learning. This review provides suggestions on how to design digital gamification for students and their corresponding learning experiences and outcomes.
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