IIUM students and teachers practices of language learning strategies
This study aimed to investigate the practice of language learning strategies (LLS)among two stakeholders in education (students and teachers) at the International Islamic UniversityMalaysia (IIUM) Matriculation Centre. The study used the mixed methods design to collect bothquantitative and qualitati...
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| Format: | thesis |
| Language: | eng |
| Published: |
2019
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=4815 |
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| Summary: | This study aimed to investigate the practice of language learning strategies (LLS)among two stakeholders in education (students and teachers) at the International Islamic UniversityMalaysia (IIUM) Matriculation Centre. The study used the mixed methods design to collect bothquantitative and qualitative data. The instruments used for the study were the Strategy Inventoryfor Language Learning Strategies (SILL), interview protocol and classroom observation protocol.Nine sets of lesson plans were also analysed. The respondents for the study were 300 students whowere divided into two groups consisting of 150 students who passed (EPT-pass) and 150 students whofailed (EPT-fail) the English Placement Test (EPT). Four English language teachers at theinstitution also participated in the study. Data were analysed using descriptive statistics (meanand standard deviation scores), thematic analysis, and document analysis. The findings showed thatthe EPT-pass (M=4.083, SD=0.672) and EPT-fail (M=2.722, SD=0.466) students utilised indirectlanguage learning strategies more than direct strategies. The EPT-pass group utilised metacognitivestrategies (M=4.361, SD=0.954) while EPT-fail students utilised affective strategies (M=3.077,SD=0.398) the most. LLS were also evidently nurtured in the nine sets of lesson plans examined withcognitive strategies being the mostly nurtured strategies. The four teachers were found to haveincorporated LLS into their lessons. It can be concluded that indirect strategies were moreprominently used by the students and LLS were nurtured, albeit indirectly in both the lesson plansand lesson implementation. The study implies that LLS are an integral part in the teaching andlearning of English and should be directly nurtured andincorporated in English language classrooms. |
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