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... results are tabulated according to the scales, 'Strongly Disagree', 'Disagree', 'Agree' and 'Strongly Agree', and it reflects pupils' preference and frequency of language learning strategy. Table 3 indicates the memory strategies pupils used in learning English vocabulary. 14 pupils strongly agree that they read the words repeatedly until they remember it. ...Similar publications
Strategy instruction is essential in the literature of language learning/learner strategies. This paper employs a literature review to determine how much strategy instruction is addressed in language learning research in Saudi Arabia, how many instruments have been used and what kind of strategies are taught. A search was conducted on articles from...
Research is scarce about the lexical processes undertaken by thousands of L2 learners worldwide who already command one or more languages. Some aspects involved in lexical organisation and production, such as clustering and switching, have been traditionally approached through manual methods, which depend on subjective judgments of semantic related...
Students can only benefit from teacher feedback if they recognise its value for learning. However, there is still a lack of research to investigate the factors influencing students’ perceptions of the value of teacher feedback in the context of learning English as a foreign language. This study investigated the impacts of two significant individual...
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... Hence, teachers should have a comprehensive understanding of the language learning strategies implied for the learners which can meet their needs and interests. According to Krashen (2007); Tiing et al (2021), a proficient language learner will not only excel in one particular skill, but they will also become skilled in other skills such as listening, speaking, reading, writing, grammar and vocabulary skills. Hence, various types of language learning techniques should be adopted by teachers to ensure that the students will do extremely well in vocabulary acquisition. ...
... Brown (2000); Oxford (2011) stated that language learning strategies play an important role in promoting self-directed learning among students (Tiing et al., 2021). These strategies allow students to actively engage in improving their language skills based on their preferences, thus enabling them to recognize their style of learning and learn independently. ...
... According to Linda & Shah (2020), the use of vocabulary learning strategies is crucial in influencing the success of English vocabulary learning. Tiing et al (2021) emphasises that vocabulary is the most prominent aspect of second language learning and therefore there is an increase in the use of language learning strategies in assisting primary pupils in vocabulary knowledge and skills. A classified vocabulary learning strategies was adapted from Oxford's and developed by (Schmitt, 1997). ...
Vocabulary and grammar skills are fundamental in language learning. It is essential for educators to discover the learners' preferences, needs and interests using the Language Learning Strategies (LLS) in learning the English language. However, a big number of teachers and learners are still unaware of the LLS used to elevate effective ESL learning. There is also a dearth of study on LLS used by ESL learners, specifically on grammar and vocabulary. Therefore, this study seeks to identify the LLS employed by learners in a rural primary school in Lahad Datu, Sabah in enhancing their grammar and vocabulary skills. This study is a quantitative study using survey as a method. The data were gathered using a set of questionnaires which was adapted from the Strategy Inventory for Language Learning (SILL). The questionnaire was distributed to 61 respondents aged 11 and 12 years old from a rural primary school in Sabah. Statistical Package for Social Sciences (SPSS) was used to analyze the data descriptively. The results of the study show that most of the respondents preferred metacognitive strategy as compared to the other strategies, while the least preferred strategy is the cognitive strategy. Thus, teachers are suggested to train these ESL learners to be independent learners using comprehensive, independent, and effective approaches in learning the English language. This study also suggests various activities that are effective in helping learners using other LLSs. Further studies are recommended to investigate the potential of different LLSs among different types of learners or involving other subject areas.
... In response to the research question of this study, it is evident that Malaysian TESL postgraduates employed all of the six language learning strategies to enhance their performance on a variety of language tasks in the domain of reading. The finding corresponds to the recent studies on reading strategies used by ESL learners (Dawi & Hashim, 2022;Dawi et al., 2021;Hanafiah et al., 2021;Rojalai et al., 2021;Tiing et al., 2021). Due to their major discipline as a TESL postgraduate, it is believed that they tend to diligently apply more than one type of language learning strategy as a good language learner. ...
One of the most vital skills needed by postgraduate students to excel in their tertiary education is the ability to read effectively. Reading skill is viewed as a necessity for postgraduate students as they are needed to effectively indulge in in-depth academic reading to pursue their research topics. Thus, this study was aimed to identify the language learning strategies employed by TESL postgraduates, especially in curating and enhancing their reading skills. 50 postgraduates from a public university in Malaysia were chosen to participate in the study via convenience sampling. This study employed a quantitative approach with a survey research design whereby the data collection was done by employing an online questionnaire which was adapted from the (Young Learner's Language Strategy Use Survey, 2002; Language Strategy Use Survey, 2005). The adapted online questionnaire consisted of 24 items on a 4-point scale. The data obtained from the online questionnaire was analysed quantitatively using descriptive analysis focussing on frequency, percentage and mean using the Statistical Package for the Social Sciences (SPSS) software. The findings revealed that Malaysian TESL postgraduates' tend to employ all of the language learning strategies in order to enhance their reading skills. Additionally, the study also found that the most employed language learning strategies were memory strategies with a mean value of 3.64 while the least employed language learning strategies were social strategies with a mean value of 2.85. These findings provide useful information for stakeholders to use as a basis to employ necessary steps to improve the reading skills among postgraduate students in Malaysia.
... As mentioned by Oxford (1996), learners who avail themselves of memory strategy were most likely inclined towards learning through the employment of images and categorization as it helped with the retention and recall of learned knowledge. As another option, learners who favoured cognitive strategies, preferred recording, practising and evaluating experiences (Tiing et al., 2021). In the same manner that learners who opted for the compensatory route, commonly indulged in speculation and tactics that utilised rephrasing to acquaint learners with new information. ...
... Similarly, a study conducted by Gaoat et al (2022), found out that indigenous learners of a minority group also preferred using cognitive skills such as realising their own preferred learning styles and needs as well as organising accomplishments in language learning tasks in reducing their English Language Anxiety. In addition, as reported by Tiing et al (2021), male learners have metacognitive tendencies in learning vocabulary whereby they would spend some time learning vocabulary every day, will use various strategies to learn new vocabulary and have a clear goal in vocabulary learning. With regards to the factor of learners' preferences in LLS, Atmowardoyo and Sakkir (2021) entrenched the belief of learners' behaviour change to the inclusion of choosing suitable materials and learning media such as Webtoon, Wattpad, Instagram and Mangadex as part of the language used strategy to improve their reading skills. ...
... The other three strategies that were found to be popular among Year 5 students are reading as much as possible, re-read texts to improve understanding of the context, and reading while concurrently summarizing the key points each receiving slightly more than half participation (51.4%, 51.4%, and 54.3% respectively). These strategies were categorised as the cognitive strategies by O' Malley and Chamot (1990); Macaro (2003); Tiing et al (2021); Baker and Brown (1984), and were proven to be able to improve comprehension and sustain learning which is further supported by (Okada et al., 1996). ...
