Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students’ strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students’ strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online. Keywords: E-learners, Learning strategies, Online learning, Performance
Empirical studies have examined errors committed by ESL learners at different levels of study in terms of its inconsistency with the standard form of English grammar rules in general. This study, on the other hand, looked into the errors in the English morphological system of a language that deals with the minimal units of linguistic form and meaning. By understanding the errors from the morphological perspective, instructors may also be able to figure out the specific causal factors that can help devise their methods and approach to teaching. As the English language performance of the graduates in this country has been publicly lamented by employers, this study focused on the writing products of graduating students to see the common errors made and to understand the interfering factors so that any intervention initiatives to improve their English language proficiency can be objectively proposed. The data were procured from a mock writing exit test of 60 graduating students from a public university. The Theory Taxonomy of Dulay or Surface Structure Taxonomy framework was used for data analysis. The data were treated quantitatively in terms of frequency counts of errors occurred in each category. The findings indicate that the errors were prevalent in the Omission category, followed by Addition, Misformation and Misordering. This has significant pedagogical implications on developing intervention or remedial programmes for graduating students.
Any language can be acquired at any time, but to acquire the language, one needs to learn the language. Learning a second or foreign language is not a favourite among second or foreign language learners. This is because learning a language is a very intense time-consuming activity. Learning is often unsuccessful because learners receive impoverished or insufficient input and lack of motivation. To this, second language or foreign language teachers play the most significant role to help and motivate the students to acquire the said language. The preferred method is to be immersed into the actual ecosystem of the target language and become part of the language ecosystem. The other way is to dunk the learners into the artificial ecosystem of the language classroom. In dunking, the learners are immersed temporarily and repeatedly into the simulated ecosystem language. As can be seen now, technology remains the only viable option to get enough interactive contact with the target language. Using interesting software is one of the methods in making learning more interesting. Furthermore, the students are able to practice the language not only during class time, but on their own free time outside of class hours, that is during students’ independent time of learning. The findings revealed that most students found using the applications has improved their language learning. The role of teachers on the other hand is to provide instructions and assist whenever necessary and needed by the students.
Reading is an active language activity which comprises a variety of skills. The reading comprehensionlessons are normally used by instructors to help students develop their reading skills. However, in mostcases, it was found that reading comprehension lessons have been centred on passages or texts followedby a set of questions. These questions were usually designed to merely test the students’ comprehension ofthe given text and not part of the teaching process. It has been seen and said that students merely scan forinformation in the text to answer these questions but were unable to relate to it. This could be due to culturalfactors including the lack of reading habits among the students but most likely due to the manner readinghas been taught. Thus, this study aims to investigate the teaching of English Reading materials and readingcomprehension to a group of 15 students undergoing Diploma courses in UiTM Perlis. This is a qualitativestudy and the data are gathered through classroom observations, students’ journals, instructor’s diary andinterview sessions with the students and instructor to get a clearer picture on the problems they face whenhaving to comprehend English materials. The insight generated by the description and analysis of the datacollected for this study can be used for a variety of purposes, particularly; to better understand the problemsfaced by students when having to read in a second language, to help ESL curriculum and instructionalpractices, and to provide useful insights for educational language policymaking. Keywords: comprehend, perceptions, descriptive, insight
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