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Procedia - Social and Behavioral Sciences 66 (2012) 240 – 246
The 8th International Language for Specific Purposes (LSP) Seminar - Aligning Theoretical
Knowledge with Professional Practice
Assessing the Use of English Language Learning Strategies
among Secondary School Students in Malaysia
Noor Zainab Abdul Razaka, Fauziah Ismailb, Azian Abdul Azizc, Mallam Adamu
Babikkoid*,
abc
Language Academy, Universiti Teknologi Malaysia, 81310, Johor,Malaysia
d
Faculty of Social Education, Universiti Teknologi Malaysia, 81310, Johor,Malaysia
Abstract
This study was conducted to assess the learning strategies employed by secondary ESL learners in Johor, Malaysia. 180
respondents were selected to respond to the SILL Questionnaire. Data was analysed using the SPSS version 7.0. Results
showed high frequencies in using all the six categories of learning strategies, with the affective strategy ranked 1st and the
compensation strategy the least popular. In addition, female students exhibited higher frequencies in using learning strategi es
than their male counterparts. This is good for ESL pedagogy as it reveals the interest of the learners towards learning English
language.
© 2012 The
© 2012 Authors. Published
The Authors. Published by
by Elsevier
Elsevier Ltd.
Ltd. Open access under CC BY-NC-ND license.
Selection and/or peer-review under responsibility
Selection and peer-review under responsibility of the
of the LSPLSP 2012
2012 Committee,
Committee, Language
Language Academy,
Academy, Universiti
Universiti Teknologi
Teknologi
Malaysia.
1. Introduction
According to Littlewood [1] language pedagogy has witnessed a gradual shift from teacher-centred to student-
centred starting from the then the focus has been on developing autonomous learning especially
* Corresponding author. Tel.: +60102843780
E-mail address:
[email protected]1877-0428 © 2012 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer-review under responsibility of the LSP 2012 Committee, Language Academy, Universiti Teknologi Malaysia..
doi:10.1016/j.sbspro.2012.11.266
Noor Zainab Abdul Razak et al. / Procedia - Social and Behavioral Sciences 66 (2012) 240 – 246 241
independence which requires much more from the students than from the teachers. Hence, learning strategies
play a crucial role in facilitating the independence of English second language (ESL) students. Consequently,
ESL and English as a foreign language (EFL) studies have also moved towards establishing how employing
learning strategies influences, facilitates and enhances the whole L2 learning process. According to Oxford and
Crookall [2] learning strategies are steps taken by language students to facilitate the whole process of acquisition,
storage, retrieval, or using linguistic
ways in information processing that enhance comprehension, learning or retention of learning. Oxford [4]
however, is of the opinion learning strategies are specific actions taken to ensure that learning is made simpler,
faster, more enjoyable, more self-directed, more effective, which can even be transferable to new situations.
The relevance of learning strategies to L2 learning is to allow learners to take charge of learning by
themselves. This is no doubt a positive attribute. It will give room for more independent learning to take place.
Oxford [4] for example asserts that, when learners are encouraged to take more responsibility, more learning
occurs, thereby making both teachers and learners feel more successful. Rubin [5] stressed that research results
on learning strategies of the ESL/EFL learner could establish the weakness and strength of the learner in order to
further assist the learner. Additionally, benefits of learning strategies include giving room for teachers to cope
with best practices to teach their less capable students to achieve learning independence and competence in
learning the new language, Oxford [4]. By identifying the learning strategies of the effective learner, such
outcomes could be used to teach the less effective learner to become effective.
It is apparent that language learning strategies play very significant roles in facilitating understanding of L2
language learning processes as well as the skills that learners develop in learning a foreign or second language.
Language learning strategies have been found to be critical in determining academic achievement. For instance, it
has been found to be useful in Malaysian secondary school education system. In a study on the effect of learning
strategy use among Malaysian secondary school students, Ganakumaran [6] found that using learning strategies
has facilitated understanding in reading comprehension, which is a skill in the English language syllabus of
Malaysia. Since learners are regarded as central in the language learning process, finding out what their most
effective strategies are also central. The fact remains that, strategies can be taught to less successful and low
proficiency L2 learners, thus enabling these learners to progress faster. Several pioneers such as Chammot and
Küpper [7] stress that unsuccessful L2 learners need to be taught certain language learning strategies. This is to
enable the strategies to be applied more appropriately and suitably in different contexts which will eventually
results in better performances in the target language.
Garner, [8] posits that, L2 learners need to understand and remember texts by critical thinking of the ideas,
inferring, elaborating and discussing the t
was further maintained by Davis [9] that, as L2 learners face numerous tasks, they should engage different
strategic processes in order to, interact, respond and react to information. Through employing appropriate
learning strategies the ESL/EFL learner would attain successful achievement of the target language learning. No
doubt, research in the application of learning strategies forms the bedrock of understanding the learners more. In
addition, it also gives room for the teacher to address the weak areas of the students. Noor [10, 11] observe that,
when a teacher understands the strategies employed by the successful students he could employ better teaching
techniques that will take care of the unique needs of the weaker ones thereby facilitate their learning accordingly.
Hence, it is quite justifiable to carry out further studies on L2 language learning strategies employed by learners
with the hope that the outcome of such studies could better steer teaching and learning techniques in L2
classroom.
242 Noor Zainab Abdul Razak et al. / Procedia - Social and Behavioral Sciences 66 (2012) 240 – 246
2. Objectives of the Study
It has been acknowledged that appropriately employed learning strategies facilitate the learning of ESL and
EFL alike, whether at higher or secondary level of education. Many students do badly academically, largely due
to factors aside their low intellectual capacity. Studies have shown a close correlation between learning strategies
and proficiency implying that a more proficient learner out-performs his low proficient counterpart in task
completion and scores. Accordingly, Zhang [12] maintains that language learning strategies and its related
research outcomes have continued to support the theory that learning strategies help ESL learners to be
autonomous which consequently enhances their becoming more proficient learners. To this end, this study was
conducted in an attempt to find out:
1. The types of learning strategies employed and the frequency of usage by ESL learners at the level of
secondary school in Johor, Malaysia;
2. Whether male and female students vary in employing learning strategies to master the English language.
3. Language Learning Strategies and Language Pedagogy
Many study interests have focused on language learning strategies in recent years, and it is quite fundamental
because, learning strategies are teachable as such the concept need to be explored and understood more
adequately. This is essential as mentioned earlier because understanding the differences in use of strategies
between successful learners has its positive pedagogical implications since findings could be used to influence
and facilitate the achievement of the less effective learners.
f the need for
identifying those unique characteristics and qualities exhibited by effective learners in relation to less-effective
learners. This is particularly to discover their differences and performance variations with a view to remedying
the shortcomings of the less successful learner. It means that, studies in language learning strategies aim at
training the less effective learner using the techniques of the effective learner and this can only succeed when the
strategies of the successful learner is known.
The basic assumption is that, the identified strategies used by the effective learners can be used to influence
and facilitate the teaching of the less-effective learners. The findings also were to provide answers as to why
some second language learners are more successful in their learning task than others and why some learners are
less successful in attaining competence in the target languages. It is worthy of mention that, effective second
language learners apply more suitable strategies to learn compared to the less-effective second language learners.
In fact, language learning strategies are so important in second language learning that they are considered
essential tools for active, self-directed involvement, which is consequently essential for developing
communicative competence.
However, Oxford [4] reveals that, the choice of language learning strategies is influenced by factors such as,
the degree of awareness of the learner, the gender of the learner, the ethnicity of the learner, his/her learning
style, his/her readiness to learn, the task involved as well as the motivational drive to learning the target language.
Understanding the type of learner and how the learner thinks about what s/he learns enables the teachers to
manoeuvre the teach
learned is also central to the teacher to understand his student. It means therefore, it is essential to understand
how the learners think and react to what they are being taught so that the proper method of teaching is applied by
the teacher.
The focus in teaching English as a Second Language (ESL) nowadays is on helping students to acquire the
basic concepts and tools that enable learners to develop independent strategies to start learning the language on
Noor Zainab Abdul Razak et al. / Procedia - Social and Behavioral Sciences 66 (2012) 240 – 246 243
their own, since it is not possible to teach everything in the classroom. The greater part of language learning is
done outside the classroom as language learning is essentially a continuous process. It means therefore learner
enthusiasm in L2 learning has the potentials to increase the tendencies of the learner to formulate goals that are
achievable through appropriate learning activities. This implies that, if students at the secondary school level in
Malaysia are adequately motivated to learn and use appropriate strategies, they soon will develop independent
learning habit which will improve positive outcome in their English language performances.
Maybe [13] emphasises that independent learning enhances learning and support students academically and
provide the necessary abilities needed even after graduation. According to Barnard et.al [14] because the learner
is already equipped with learning skills he offers answers as to what; when; and how to study and over-come the
limitations of time and place. Oxford [4] also asserts that, when students take more responsibility, more learning
occurs, thereby making both teachers and learners feel more successful.
4. Data Collection Instrument
The main data collection instrument used in this study was Oxford [4] Strategy Inventory for Language
Learning (SILL) but with some modifications to suit the objectives of
employed by researchers all over the world in studies related to learning strategies, Ellis [15]. The questionnaires
were distributed to secondary school students in Johor state during their regular class periods. The class teachers
helped with the administration, distribution and collection of the filled questionnaires.
background, such as name, class and gender. Section Two of the questionnaire consisted of 48 statements that
were subdivided into 6 categories based on the learning strategy domains which were the memory strategies (9
items); the cognitive strategies (14 items); the compensation strategies (6 items); the metacognitive strategies (9
items); the affective strategies (5 items) and lastly the social strategies (6 items).
Table 1: Detail of Questionnaire Items According to Language Learning Strategies
No. Types of Language Learning Strategies Number of Statements Total Number of Items
1 Memory strategies 1, 2, 3, 4, 5, 6, 7, 8. 8
2 Cognitive strategies 9, 10, 11, 12, 13, 14, 15, 16, 17, 14
18, 19, 20, 21, 22.
3 Compensation strategies 23, 24, 25, 26, 27, 28. 6
4 Metacognitive strategies 29, 30, 31, 32, 33, 34, 35, 36, 9
37.
5 Affective strategies 38, 39, 40, 41, 42. 5
6 Social strategies 43, 44, 45, 46, 47, 48. 6
Total 48
Source: Oxford [4]
4.1 Gender Distribution of Respondents
There was an equal representation in terms of number between male and female respondents in the study. This
was done to eliminate possible bias among the respondents based on their gender. The total population for the
research is 180. There was equal distribution of 90 male and female respondents as shown in table 2.
244 Noor Zainab Abdul Razak et al. / Procedia - Social and Behavioral Sciences 66 (2012) 240 – 246
Table 2: Distribution of Respondents According to Gender
Gender Frequency Percentage
Male 90 50.0
Female 90 50.0
Total 180 100.0
4.2 Procedure of Data Analysis
Descriptive statistics were drawn from statistical analysis of the questionnaire using (SPSS) 7.0 software. In
carrying out this research; six learning strategies as postulated by Oxford [4] were investigated. Descriptive
statistics which included frequency counts, means and standard deviations were calculated to show the responses
to the language learning strategies questionnaire items, and to assess any gender difference in terms of the
language learning strategies employed by the respondents. The statistical analysis was conducted in order to fulfil
the objectives of the study which is to assess the learning strategies employed by students of some selected
secondary schools in Johor while learning English language. Besides that, comparison between the learning
strategies used by male and female students was also made based on the statistical analysis.
5. Findings
The research studied the use of the six language learning strategies. The six strategies that were investigated
include the memory, cognitive, compensation, metacognitive, affective and the social domains. The research
investigated whether male and female students used similar or different strategies while learning English
language.
Table 3: Mean Scores and Standard Deviation of Learning Strategies Used in Learning the English Language
Domain N Mean Standard Deviation Ranking
Memory 180 3.5403 0.1609 5th
Cognitive 180 3.6090 0.0840 4th
Compensation 180 3.5398 0.1878 6th
Meta-Cognitive 180 3.6591 0.1286 2nd
Affective 180 3.7067 0.22203 1st
Social 180 3.6463 0.1950 3rd
From the table above, it can be observed that, all the six language learning strategies were being used by
secondary school students in Johor, Malaysia in learning English language although at different frequency value.
Affective strategies scored the highest value of 3.70 and the compensation strategy scored the least value of 3.53.
Oxford [4] proposed three levels of strategy used as high frequency, (range from 3.5-5.0), medium frequency
(range from 2.5-3.49) and low frequency (range from 1.0-2.49).
Malaysia is a multi-ethnic, multi-lingual, multi-religious and multi-cultural society; therefore there is a
formidable competition among the varying ethnic groups when learning English language. This is further
supported by the Malaysian education system which encourages the attachment of emotions to learn a language,
Noor Zainab Abdul Razak et al. / Procedia - Social and Behavioral Sciences 66 (2012) 240 – 246 245
thus resulting to high preference of affective strategies. Besides that, none of the six strategies was rated at the
low level of frequency and this demonstrates positive attitude to learning English.
5.1 Gender and Language Learning Strategies
The analysis of the similarities between male and female respondents application of strategies in learning
English is presented in the table below:
Table 4: Gender and Language Learning Strategies
Strategy Male Female T P
Mean Std. Dev. Mean Std. Dev.
Memory 3.5014 0.4380 3.5790 0.5970 -1.91 0.003
Cognitive 3.4810 0.4350 3.9560 0.2830 -3.14 0.002
Compensation 3.4420 0.5740 3.6370 0.6060 -4.40 0.000
Mete-Cognitive 3.590 0.5980 3.8650 0.4290 -2.83 0.005
Affective 3.5310 0.7060 3.7640 0.7530 -3.69 0.000
Social 3.3890 0.5650 3.9040 0.6510 -2.96 0.004
It can be seen from the table above that, a significant difference at 0.05 alpha level exist between females and
males students in employing learning strategies. This implies that, in Johor secondary schools, female students
use strategies more often and better than their male counterparts in learning English language. This seems to
concur with earlier findings that females generally are found to be more active and rigorous in terms of learning a
language watanabe [16] and Green [17].
6. Discussion
The findings of this study appeared to be consistent with Amin [20], that showed there is high use of learning
strategies among Malaysian secondary schools and that female students used more strategies than males. This is
further supported by studies conducted by Oxford [4, 18]; Ellis [15] which highlighted that females are generally
better language learners and users than males. However, the finding on the other hand was inconsistent with
Ismail [21] who found no significant difference in LLS use in terms of gender among Malaysian secondary
school students. Oxford [19] warned that the high frequencies exhibited by females in learning strategy studies
could be as a result of different ways of accounting for strategy used, which females tend to often report better
than male.
7. Conclusion
This study has so far indicated that all the learning strategies of ESL were being used and at high level of
mean distribution by the respondents. Similarly, the study reveals that female ESL learners out-performed their
male counterparts in strategy use. We could therefore conclude that secondary school students in Johor, Malaysia
employed all the six categories of learning strategies (memory, cognitive, compensation, meta-cognitive,
affective and social) to learn English as a second language positively and that, female students employed more
strategies to learn the English language compared to the male students.
246 Noor Zainab Abdul Razak et al. / Procedia - Social and Behavioral Sciences 66 (2012) 240 – 246
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