Investigating Language Learning Strategies Used By ESL Lower Secondary Learners from National and Vernacular School Background

Snehapraba Vimalakshan, Dr Azlina Abdul Aziz

English as Second Language, Language Learning Strategies, Language Skills, Sekolah Kebangsaan, Sekolah Jenis Kebangsaan Tamil, Sekolah Jenis Kebangsaan Cina.

Learning English as a Second Language (ESL) in the context of English is indisputably complex. This requires several types of human cognition, and includes other variables, such as societal context and belief, social economic standing, motivation, and learning strategies itself. Basically, in Malaysia, learning English has been considered the second language and has been taught in both primary and secondary schools for years but there is still a big doubt regarding Malaysian ESL learners' skills. Several studies also shown that Malaysian ESL students are still displaying poor English abilities in addition to failing to master the expected language for certain purposes. This work is therefore mainly aimed to investigate the efficient language learning strategies that used by 60 secondary school learners from Klang in grasping the four major skills in English – listening, speaking, reading, writing and vocabulary based on their various primary school background (sk/sjkt/sjkc). For that, a survey research design with a quantitative approach was employed whereby the data was gained from a set of questionnaires adapted from the inventory of Language Strategy Use which Cohen, Oxford and Chi (2005) developed. A total of 60 Form 1 students from diverse secondary schools in Klang district situated in Selangor were the respondents of this study. The results were analysed through descriptive statistics by calculating frequencies and percentages. The study revealed learners from different background use several language learning strategies in order to become an effective language learner. Therefore, teachers are suggested to analyse pupil’s cultural background, belief, socioeconomic status, motivation and interest so that they can include innumerable learning strategies in their lesson plan.

https://doi.org/10.31871/IJNTR.7.1.13