Language Learning Strategies Used by Form 4 Esl Learners to Develop Speaking Skills

Abstract

One of the most crucial elements of learning English is the ability to communicate effectively. It helps the user to convey information orally in a way that listeners can comprehend. It is important to communicate successfully in this global environment and speaking is considered the most critical of the four language skills. The focus of this study is to identify the highly utilized language learning strategies (LLS) among Form 4 ESL learners to improve their speaking skills. 60 students were selected using the purposive sampling method with ages ranging from sixteen to seventeen years old. Oxford (1990) Strategy Inventory for Language Learning (SILL) Version 7.0 was used as the basis of the questionnaire. The modified version consisted of 36 statements on a Likert scale of 1 to 5. The mean and percentages of each strategy was analysed using SPSS Version 26. The results revealed that metacognitive strategy is the highly used LLS, while the memory related strategy is the minimally used LLS among upper secondary ESL learners in improving their speaking skills. These findings provide useful information for other researchers who are interested in analysing the language learning strategies used by students to improve their speaking skills.

Identifying Language Learning Strategies (LLS) For Speaking Skill: A Study among Year 5 English as a Second Language (ESL) Learners

“…LLS is a learning method which is consciously chosen by the learners in order to enhance their learning of a second or even foreign language through the process of retention, recall and also application of information on that particular language. According to John et al (2021), LLS can be classified into two categories which are direct and also indirect strategies. Direct strategies refer to memory-related, cognitive and compensation while indirect strategies refer to metacognitive, affective and also social.…”

“…The primary social strategies include collaboration to look for opportunities to be exposed to a setting where practice is available (Chamot & Harris, 2019). The fourth strategy, compensation strategy is about overcoming information gaps that hinder the learners from acquiring and producing the target language (John, et al, 2021). According to Chanderan & Hashim (2022), affective strategy is to help the learners to regulate their emotions and feelings related to their learning by lowering their anxiety level, taking note of emotional temperature, self rewarding and boost motivations toward learning the target language.…”

Preferred Language Learning Strategies by Year 6 Sub-Urban Primary ESL Learners in Learning Vocabulary

“…Additionally, in 21st-century education, students play a significant role in ensuring their own learning, indicating a shift in traditional teaching practices. The current CEFR syllabus emphasises the importance of mastering Language Learning Strategies in facilitating students' overall language proficiency (John et al, 2021). Magasvaran et al (2022) mentioned that motivation and interest among the learners play an essential aspect in determining their learning strategies.…”

Language Learning Strategies Employed by Lower Secondary ESL Learners

“…The SILL is based on the six LLSs which is memory, storing and recalling information, cognitive -understanding and producing the language, compensation is overcoming limitations in language learning, metacognitive refers to centring and directing learning, affective narrows down to monitoring emotions, motivation and social is the cooperation skill in language learning. The SILL has imply a choice of five Likert-scale responses and the learners need to state their responses based on scale one to five for each question under the strategies (John et al, 2021). For that reason, the researchers applied the SILL questionnaire which is derived from Oxford (1990) version 7.0 for ESL / EFL learners as the instrument for data collection methods…”