Malaysian Gifted Students’ Use of English Language Learning Strategies

Abstract

Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways if thinking and learning. These characteristics affect how they learn a language. The main objective of the study was to investigate language learning strategies use among gifted students enrolled in special programme called PERMATApintar Education Programme. Data was gathered using a survey questionnaire with 104 gifted students. The instrument used in this study was Strategy Inventory Language Learning (SILL) questionnaire by Oxford (1990). Data was analyzed using descriptive analysis. It provides mean, percentages of responses and level of frequency. The findings revealed that gifted students use more indirect strategies particularly metacognitive strategies than direct strategies. There was variation in responses with regard to the use of language learning strategies among Malaysian gifted students. Language learning strategies have many potential benefits to educators, teachers and students. Implications and suggestions for future research are further discussed.

Types of Language Learning Strategies Used by Tertiary English Majors

“…The students stated that they could observe improvements consistently once they applied certain strategies in language learning. This result corresponded with a study conducted by Yunus et al (2013) who indicated that the proficient Malaysian secondary schools students were high strategy users.…”

“…In other words, perception as well as belief is strongly correlated with an individual's cognitive ability to evaluate and make sense of knowledge (Thornton, 2009). The review of literature has illustrated that local researchers in Malaysia direct more attention on the relationship between language learning strategies and learners' characteristics such as gender (Razak et al, 2012, Yunus, Sulaiman & Embi, 2013, Subramaniam & Palanisamy, 2014, English language proficiency (Yunus et al, 2013), year of study (Subramaniam & Palanisamy, 2014) and motivation (Teh et al, 2009). Hence, perspectives of learners toward language learning strategies have received insufficient attention and there is a need to bridge this literature gap.…”

Good Language Learners and Their Strategies: An Insight

“…From the study, the learners preferred social and cognitive strategies compared to other strategies. According to Yunus, Sulaiman and Embi (2013), learning strategies are vital in second language acquisition and investigation on the learning strategies used by the learners provides an insight to the processes involved in language learning such as cognitive, social and affective processes.…”

Factors Influencing Competence: On Academic Motivation and Learning Strategies of Gifted and Non-gifted Students

“…또한 성취수준이 뛰어난 영재학생들의 경우 다양한 학습 전략을 활용하는 것으로 보고된 바 있어 (김유미, 류성림, 2010;Zimmerman & Martinez-Pons, 1990) (양수민, 이귀숙, 2012;DeCharms, 1984;Leondari & Gialamas, 2002;Schunk, 1983;Shen & Pedulla, 2000;Vallerand et al, 1994;Zimmerman, Bandura, & Martinez-Pons, 1992 (구영수, 양연숙, 2013;문병상, 2000;조현철, 유수창, 2011;Cho & Ahn, 2003;Vandestoep, Pintrich, & Fagerlin, 1996;Yunus, Sulaiman, & Embi, 2013;Zimmerman & Martinez-Pons, 1990)을 뒷받침해 준다.…”