Assessing the Use of Learning Strategies among Young Malaysian English as Second Language Learners

Abstract

Past studies have discerned gender disparity in language learning strategy (LLS) used among English as a Second Language (ESL) secondary schools and university students. However, very few studies have been done on learners in primary schools, particularly young Malaysian learners. This study, therefore, identifies frequently used learning strategies between genders in ESL classroom. A total of 30 young Malaysian learners at the age of 10 were selected through purposive sampling in a suburban area in Samarahan, Sarawak. The close-ended Strategy Inventory for Language Learning (SILL) was employed as the data collection tool. Data were then analysed descriptively using SPSS Version 25. The findings showed that common LLS employed by young Malaysian ESL learners are compensation strategies where a teacher or peer interference fills the gap in communication and lack of vocabulary, leading to the use of compensation strategy. Besides that, it was found that female learners are likely to use more language strategies compared to male learners. Another interesting observation is that the commonly used strategies employed among female students are cognitive strategies while male learners preferred cognitive strategies. The teaching implications and recommendations for potential study are further considered.

Language Learning Strategies Used by Malaysian ESL Students to Improve English Communication: A Systematic Literature Review

“…In terms of study design, most of the reviewed studies are quantitative in nature using survey questionnaires (n = 16) (Adan & Hashim, 2021;Aziz & Shah, 2020;Chanderan & Hashim, 2022;Dawi & Hashim, 2022;Omar et al, 2020;Ghulamuddin et al, 2022;Hanafiah et al, 2021;Jais et al, 2022;John et al, 2021;Lim et al, 2021;Min et al, 2021;Nair et al, 2021;Ooi et al, 2021;Sani & Ismail, 2021;Vimalakshan & Aziz, 2021;Zamani et al, 2023) The qualitative studies (n = 6) comprise of literature review (Aziz & Kashinathan, 2021;Kathirvel & Hashim, 2020;Kehing & Yunus, 2021;Ramalingam et al, 2022), focus group interview (Othman et al, 2022), interview, and observation (Zahidi & Ong, 2023). Meanwhile, only one study (n = 1) uses a mixed-methods approach in study design (Kamaruzaman et al, 2023).…”

Exploring The Challenges of Language Learning Strategies in Learning The English Language

“…The effectiveness of LLS as part of language acquisition (Sani & Ismail, 2021) has been impacted by the concept of language learning behaviours, which refers to the tendency of a learner to use the first language more frequently compared with the second language. Proactive language learning behaviour is more recommended in LLS because it improves the capacity of the learner to anticipate the challenges in the learning environment and respond to them in real-time (Kussin et al, 2018).…”

“…Proactive language learning behaviour is more recommended in LLS because it improves the capacity of the learner to anticipate the challenges in the learning environment and respond to them in real-time (Kussin et al, 2018). Recent findings suggest that successful acquisition of LLS skills was majorly dependent on the extent to which learners prepared for and answered questions, had the courage to communicate irrespective of the circumstances and were oriented towards the use of songs (Sani & Ismail, 2021). A different perspective suggests that second language learning is not limited to grammatical competence, but other types of competence such as communication competence.…”

Application of Digital Mind Mapping (MINDOMO) in Improving Weak Students’ Narrative Writing Performance

“…It is spoken throughout the world, and it is taught as either English as Foreign Language (EFL) or English as Second Language (ESL). Sani & Ismail (2021) concluded that English is still relevant as a lingua franca students are expected to learn to survive the demands and the challenges of 21st-century education. Students in Malaysia learn English as a second language beginning from primary education until tertiary education.…”