Language Learning Strategies Employed by Successfull Students in Developing English-Speaking Performance

Tahang, Heriyanti; Sarmin, Sarmin; Yuliana, Yuliana; Taslim, Taslim

doi:10.33506/jq.v7i1.354

Cited by 4 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As proposed by Sudarmaji et al (2020) the use of digital storytelling is an excellent strategy to develop students' visual memory capacity and writing ability since it enables them to engage in active mental processes to strengthen their memory. Without a doubt, teachers play crucial roles in helping learners to acquire memory strategies so that they have the potential to expand their language learning development and succeed as language learners (Tahang et al, 2019).…”

Section: Memory Strategymentioning

confidence: 99%

Unlocking the Secret of Language Learning Strategies: Improving Year 4 ESL Pupils’ Writing Skills

Ze Xu,

Wei,

Lin

et al. 2023

IJARBSS

View full text Add to dashboard Cite

English is widely acknowledged as Malaysia's second language and learners' proficiency in the language is strongly influenced by their learning preferences, needs, and styles, as well as their cultural backgrounds and experiences. This study aims to investigate the general usage as well as most preferred and least preferred language learning strategies (LLS) in improving language skills particularly writing skills among Year 4 ESL pupils in a Malaysian primary school. This qualitative research targeted the population of primary school ESL learners and used a survey design research approach. The sample in this study was Year 4 ESL pupils in an urban school in Selangor, Malaysia, selected using purposive sampling technique. A questionnaire from Strategy Inventory for Language Learning (SILL) was adapted as the data collection instrument. Descriptive statistics was used to analyse the data obtained and the findings showed the common, the most preferred as well as the least preferred LLS used by Year 4 ESL pupils in a Malaysian primary school to improve their writing skills. The importance of using a plethora of LLS in teaching writing skills to ESL learners was also highlighted in this study. The implications of the study suggest the awareness among teachers of the LLS used by their students in improving their writing skills to better tailor their teaching to suit their students' needs. Overall, this study is expected to be significant in providing insights into the effective LLS while guiding Malaysian ESL teachers in enhancing learners' writing skills.

show abstract

Section: Memory Strategymentioning

confidence: 99%

Unlocking the Secret of Language Learning Strategies: Improving Year 4 ESL Pupils’ Writing Skills

Ze Xu,

Wei,

Lin

et al. 2023

IJARBSS

View full text Add to dashboard Cite

show abstract

“…Frederickson (1997) asserted that the problem is that students get confused when they encounter many verb forms. Teaching PPT is connected to the past and present altogether (Jubran, 2021;Tahang, 2020), which is also referred to as the 'unfinished time aspect' (Ockenden, 1967). In many languages that lack this type of tense, it becomes confusing to differentiate between the simple past tense and the PPT (Rizka, 2017;Sholeha, Ardian, & Amri, 2020).…”

Section: Teaching Tenses To L2 Learnersmentioning

confidence: 99%

“…Given the broad concept of first language transfer, SLA research has attributed this transfer to mother-tongue interference (also known as negative transfer) which poses difficulties in mastering tenses of the target language (Al-Kadi & Moqbel, 2022;Karim & Nassaji, 2013;Karpava & Agouraki, 2013;Tahang, 2020). Drawing on SLA research, it has been widely accepted that similarities and differences between L1 and L2 can be a source of success or failure when using the target language, e.g., English (Hazzaa, 2021;Karim & Nassaji, 2013;Odlin, 1989;Richards, 1974).…”

Section: Language Transfer and Interferencementioning

confidence: 99%

A Cross-sectional Study of the Present Perfect Tense in Arabic and Indonesian EFL Settings

LİSTYANİ

Al-Kadi²

2022

Language Teaching and Educational Research

View full text Add to dashboard Cite

This document-based paper hones in on how learners’ mother tongues affects their uses of second foreign language grammatical structures. It explicitly investigates EFL learners’ uses of the present perfect tense when they use English as their second language. Towards this end, a corpus of 216 sentences composed of a sample of 38 Indonesian and Arab undergraduate students was analyzed to detect erroneous uses of the present perfect tense (PPT) in their English writing. Out of this corpus, 12 erroneous structures were underlined in the Arab corpus and 17 in the Indonesian dataset. The incorrect sentences were singled out from the participants’ writing pieces, analyzed and discussed, paring them to SLA research and previous investigations. The findings showed that errors reflect interference of the participants’ mother tongue with English for the majority of errors grounded in either Arabic or Bahasa Indonesian languages. Arab learners seem to have more difficulties using the present perfect than the past tense. In contrast, the Indonesian EFL learners had difficulties in both past and present perfect tenses altogether due to the absence of the past tense in the Indonesian tongue. This yields important implications on the effects the mother tongue on learning another language – English is a working example.

show abstract

“…Introducing young learners to learning strategies enables their control in learning during the process of becoming good language learners (Tahang et al, 2018). Serious work needs to start given the plethora of challenges that exist, especially in the education sector where there are many developments are made to produce good language learners, particularly in English communication.…”

Section: Introductionmentioning

confidence: 99%

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

Sani¹,

Ismail²

2021

View full text Add to dashboard Cite

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.

show abstract

Language Learning Strategies Employed by Successfull Students in Developing English-Speaking Performance

Cited by 4 publications

References 5 publications

Unlocking the Secret of Language Learning Strategies: Improving Year 4 ESL Pupils’ Writing Skills

Unlocking the Secret of Language Learning Strategies: Improving Year 4 ESL Pupils’ Writing Skills

A Cross-sectional Study of the Present Perfect Tense in Arabic and Indonesian EFL Settings

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

Contact Info

Product

Resources

About