Speaking skills play a vital role in communication as it is a tool for acquiring English language elements, including other language skills. However, language learning strategies are crucial for students' speaking skills, especially the young ones. Gender has proven to have a significant influence on the language learning approaches utilized. Female students use more strategies than male students; they also use different strategies and have distinct language learning preferences. Hence, this study aims to identify Language Learning Strategies employed by female students of a convent school in Selangor to improve their speaking skills and to identify their preferred language strategies for speaking skills. This study used a questionnaire, and data were analysed using frequency and percentages. The findings showed that female students preferred cognitive and social strategies to enhance their speaking skills. This study implies that further research on the preferred learning strategies should also include the teacher's perception of the efficient learning strategies that significantly impact the student's learning.
The presence of several Innovative Pedagogy principles in Common European of References (CEFR) particularly through the inclusion of Differentiation Strategies and Formative Assessment has encouraged a creative and innovative teaching and learning environment among Malaysian English teachers and pupils. There is a lack of priority towards an effective practice of Differentiation Strategies and Formative Assessment in a CEFR lesson due to the focus on merely achieving the learning standards. CEFR has received a mixed review from educators and test developers due to a lack of understanding of the framework. This situation has directly affected the pedagogy process, especially in the insertion of differentiation strategies and formative assessment. In relation to this, this paper aims to present the perspective of implementing innovative teaching and learning approaches in CEFR while highlighting the embodiment of the principles of innovative pedagogy through Differentiation Strategies and Formative Assessment recommended in the Schemes of Work. By understanding this, educators could make attempts in implementing these new approaches in their own classroom context, especially to the current generation of pupils in order to promote more active learners. It is hoped that these new approaches could yield better achievements among the pupils.
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