Language learning strategies among less proficient learners in Oman

Boggu, Anita Teresa

doi:10.9790/0837-19984653

Cited by 4 publications

(2 citation statements)

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“…Their poor performance comes from a lack of motivation, effort, and effective LLS (Alderman, 2004;Normazidah et al, 2012;Samperio, 2017;Sanchez, 2019). Studies have shown that low achievers use compensation and memory strategies more frequently than metacognitive, cognitive, social, and affective strategies (Boggu & Sundarsingh, 2014;Oxford, 2011;Samperio, 2019;Sanchez, 2019;Sukying, 2021;Tang, 2015). They explained that these two strategies are used to substitute their limited knowledge by guessing or inferring intelligently from the context clues, overcoming limitations in speaking and writing, or using memorisation skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring ESL Students’ Language Learning Strategies at an Independent Chinese Secondary School in Malaysia

Choong,

Tan

2023

APJFES

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LLSs (language learning strategies) are the strategies selected by learners to comprehend, retain, retrieve, and use information in language learning deliberately and consciously. It has been established that LLSs have significant effects on second language learning. The purpose of this study is to explore the LLSs employed by the ESL students in learning English language at one of the Independent Chinese secondary Schools in Malaysia. By adopting a case study approach, nine students of three proficiency levels (high, average, and low achievers) in the school were selected as participants. The investigation was framed through Oxford’s (1990) classification of LLS to contextualise the students’ LLS for thematic analysis. The findings reveal that high achievers often use metacognitive and cognitive strategies. The average achievers and low achievers often use a wide range of strategies. In addition, the students are able to self-direct their English language learning with the LLS they employed outside the formal classroom autonomously. Recommendations for further/future research related to LLS are provided.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring ESL Students’ Language Learning Strategies at an Independent Chinese Secondary School in Malaysia

Choong,

Tan

2023

APJFES

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“…They also monitor their own performance based on the practices done. Boggu and Sundarsingh (2014) employed Strategy Inventory for Language Learning (SILL) to investigate language learning strategies among low achievers. Their finding shows that low achievers used compensation and memory strategies more frequently.…”

Section: The Importance Of Explicit Teaching Of Vocabulary Learning Strategies To Low Achievers and Studies Done On Themmentioning

confidence: 99%

Low achievers and vocabulary learning strategies

Nayan¹,

Krishnasamy²

2019

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This is a conceptual paper on low achievers and vocabulary learning strategies. The paper focuses onwhat vocabulary is, its importance, types of vocabulary learning strategies, low achievers and theirvocabulary learning, the importance of explicit teaching of vocabulary learning strategies to lowachievers and also studies done on them. Low achievers need to be made aware of the existence of thesestrategies and employ them in their learning. This is because they have less motivation to learn Englishas they are weak in this subject. Learners should also be taught on these strategies explicitly so that theyare able to be autonomous in their learning. The knowledge on the strategies that they get will be helpfullater in the work place as they will encounter various types of vocabulary that are related to their job.The paper ends with the conclusion and recommendations on ways to help low achievers to enhance theirvocabulary knowledge. Keywords: language learning strategies, vocabulary learning strategies, low achievers, explicit vocabulary teaching

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