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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Main Author:	Haddi@Junaidi Kussin
Format:	thesis
Language:	eng
Published:	2019
Subjects:	P Language and Literature
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=4815
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id	oai:ir.upsi.edu.my:4815
record_format	uketd_dc
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	P Language and Literature
spellingShingle	P Language and Literature Haddi@Junaidi Kussin IIUM students and teachers practices of language learning strategies
description	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.
format	thesis
qualification_name
qualification_level	Master's degree
author	Haddi@Junaidi Kussin
author_facet	Haddi@Junaidi Kussin
author_sort	Haddi@Junaidi Kussin
title	IIUM students and teachers practices of language learning strategies
title_short	IIUM students and teachers practices of language learning strategies
title_full	IIUM students and teachers practices of language learning strategies
title_fullStr	IIUM students and teachers practices of language learning strategies
title_full_unstemmed	IIUM students and teachers practices of language learning strategies
title_sort	iium students and teachers practices of language learning strategies
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Bahasa dan Komunikasi
publishDate	2019
url	https://ir.upsi.edu.my/detailsg.php?det=4815
_version_	1747833153747156992
spelling	oai:ir.upsi.edu.my:48152020-03-13 IIUM students and teachers practices of language learning strategies 2019 Haddi@Junaidi Kussin P Language and Literature 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. 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=4815 https://ir.upsi.edu.my/detailsg.php?det=4815 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Alhaisoni Eid. (2012). Language learning strategy use of Saudi EFL students in anintensive English learning context. Asian Social Science, Vol.8, No.13, pp/115-127Areen Ahmed Muhammed Abdulla. (2014). The Role of Language Learning Strategies (LLS) and the Effectof Different Individuals in Learning Target or Second Language. International Journal of Languageand Linguistics, 2(3), pp.197-202.Bai, B. (2016). Writing Strategies and Strategy-Based Instruction in SingaporePrimary School. Cambridge Scholar.Brown, H. D. (2000). Principles of language learning and teaching. NY: Addison Wesley Longman, Inc.Chamot, A. U. (2004). 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IIUM students and teachers practices of language learning strategies

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