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A CASE STUDY.
2008
ii
A STUDY ON THE USE OF LANGUAGE LEARNING STRATEGIES
A CASE STUDY.
by
AUGUST 2008
ACKNOWLEDGEMENTS
Professor Dr. Sarjit Kaur, for her assistance, patience and guidance in the
writing of this thesis. Her concern and constructive advice has enabled
writing it.
My special thanks also goes to the ten students who participated in the
pilot study. All these students have given me useful insights in language
learning.
family who has supported me all the way through. My mother has
husband has always been there for me to share my ups and downs in
you for bearing and helping me go through this study all these years.
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TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ii
TABLE OF CONTENTS iii-v
LIST OF APPENDICES vi
LIST OF TABLES vii
LIST OF FIGURES viii
LIST OF ABBREVIATIONS ix
ABSTRAK x-xii
ABSTRACT xiii-xiv
1.0 Introduction 1
1.1 Background to the Study 2
1.2 Statement of the Problem 8
1.3 The Profile of SMK Hamid Khan 12
1.4 Objectives of the Study 15
1.5 Research Questions 15
1.6 Significance of the Study 16
1.7 Limitations of the Study 19
1.8 Definition of Terms 21
1.9 Overview of Chapter 1 23
2.0 Introduction 24
2.1 Theoretical Approaches 24
2.1.1 Behaviouristic Approach 25
2.1.2 Humanistic Approach 26
2.1.3 Cognitive Approach 27
2.1.4 In the Malaysian Context 28
2.2 Language Learning Strategies in the ESL Classroom 30
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2.3 Implementing Language Learning Strategies 31
2.3.1 Self-Access Learning 32
2.3.2 NILAM (Nadi Ilmu Amalan Membaca) 33
2.4 Strategy Training 34
2.4.1 Goals of Strategy Training 35
2.4.2 Frameworks for Strategy Training 36
2.4.3 Language Learning Strategies 38
2.5 Theoretical Framework of this Study 41
2.5.1 Oxford’s (1990) Strategy Classification System 41
2.5.1.1 Direct Strategies 42
2.5.1.2 Indirect Strategies 45
2.6 Related Studies 49
2.7 Overview of Chapter 2 54
3.0 Introduction 55
3.1 Research Methodology 55
3.2 The Research Sample 58
3.2.1 The Teachers Involved in the Study 60
3.2.2 The Students Selected as Research Samples 61
3.3 Procedures Involved in Data Collection 62
3.4 Methodology of Strategy Training 64
3.5 Research Instruments 67
3.5.1 Questionnaire 68
3.5.2 Interviews 71
3.5.3 Journal Writing/Learning Contracts 74
3.5.4 Ethical Considerations 76
3.6 The Pilot Study 77
3.7 Flow Chart/ Schedule 79
3.8 Data Analysis and the Presentation of the Data 80
3.8.1 Analysis of the SILL Questionnaire 82
3.8.2 Analysis of the Journals/Learning Contracts 82
3.8.3 Analysis of Interviews 86
3.9 Overview of Chapter 3 87
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CHAPTER FOUR : FINDINGS OF THE STUDY
4.0 Introduction 88
4.1 Usage of Language Learning Strategies 89
4.1.1 Questionnaire 89
4.1.2 Journal Writing/Learning Contracts 111
4.1.3 Interviews 118
4.1.3.1 Students Interviews 118
4.1.3.2 Teacher’s Interview 124
4.2 Enhancing the Use of Language Learning Strategies after
Strategy Training 127
4.3 Overview of Chapter 4 131
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APPENDICES
vi
LIST OF TABLES
Page
vii
LIST OF FIGURES
viii
LIST OF ABBREVIATIONS
L1 First Language
L 2 Second Language
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KAJIAN MENGENAI PENGGUNAAN STRATEGI PEMBELAJARAN
ABSTRAK
Tingkatan Empat aliran sastera dan dua orang guru siswazah dalam
bandar di Pulau Pinang terlibat dalam kajian ini. Kesemua pelajar tersebut
bahasa Inggeris.
x
Selain itu, kajian ini juga bertujuan untuk mengkaji persepsi pelajar-pelajar
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diberikan kepada pelajar-pelajar untuk mereka memperbaiki bahasa
kendiri.
xii
A STUDY ON THE USE OF LANGUAGE LEARNING STRATEGIES
A CASE STUDY
ABSTRACT
how and why these strategies can be used to facilitate the learning
process. This study involved 42 Form Four students from different races
study also points out that students were unaware of the language
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learning strategies used and they were not aware of the benefits of
that learning these strategies would not benefit them in any way as they
rarely used English in their daily lives. Apart from that, it was also
students to use LLS and to expose students to the various types of LLS
journals and learning takes place when students are able to use their
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CHAPTER 1
INTRODUCTION
1.0 Introduction
also highlights the objectives and limitations of the study. Definitions of terms
used in the study are also provided. It is hoped that the study would be able to
strategies after strategy training in the ESL classroom. Apart from that, the
researcher hopes that ESL students would be able to share the insights that can
be arrived at according to the findings of the study and thus benefit from this
study.
discussion and virtual tutorials, education has become less physically binding
among young learners so that students would be able to move away from
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the stereotypical teacher-oriented teaching and learning method and become
autonomous learners.
and learning about their own learning habits and sharing in the decisions
and initiatives to give shape and direction to the learning process. Learner-
autonomy in the ESL classroom. Researchers like Ellis and Sinclair (1989)
and Nunan (1997) realize that working with individual differences can be
his/her own learning. This is not something that is inherited but has
something to do with formal learning. Oxford (1990: 17) emphasizes six basic
Strategies.
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information. They also summarized that learning strategies can be divided
taking place or self evaluation of learning after the task has been
involve “mental control over personal effects that interferes with learning”.
assume full responsibility for their learning; it seeks to change the system
not just in the classroom but also in the social structures that control the
more than simply follow the above suggestions, significant steps could be
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If a student lacks motivation and the right attitude in learning a language,
then the student would look at things differently and the importance of
the student gets the benefits from his or her experience and knowledge to
better, they would be able to respond directly to their students’ needs and
strengths and at the same time increase the effectiveness and relevance of
order to initiate the move to allow learners to manage their own self-
However, in carrying out this task, the teacher has to know that the use of
power and it requires a sensitive dosage of both teacher and student input.
can conclude that the strategies adopted by the students have been very
successful.
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Brown (2000:15) observes that in the eighteenth and nineteenth century, a
foreign language which then included the English Language was taught
texts, and written exercises”. Highlighting the fact that little research has
However, Brown further explained that it was not until the 1970s that
learning as some were “endowed with the abilities to succeed whilst others
lacked those abilities” (p. 123). This observation led Rubin & Stern (1975,
cited in Brown, 2000) to conclude that good language learners would take
training.
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In Hong Kong, Pierson (1996) suggests that every language learner has a
for a lifetime, it is the teachers in schools who are responsible to ensure that
both individuals and learning institutions adapt to new strategies. This means
that schools in particular have to move away from the stereotypical concept
situation one encounters. He also emphasizes that the teacher and learners
become partners in the teaching and learning process. This can be viewed
learning capacities.
After many professionals and political parties voiced out their concern
regarding the decline in the English language and the need to improve
the year 2003. Chou (2005) states that English is the most popular language
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for communication and the implementation of the change of medium of
teachers teaching English, Mathematics and Science and various other ways
and Science in Tenom, Sabah and discovered that there was no correlation
Pang (2005) in his study on the ‘Readiness of the Use of English in the
preparedness and parents’ education level. This problem is not likely to exist
if the language itself was used widely and proficiently among all students.
away from being dependent learners. Most importantly, the classroom teacher
themselves with knowledge, skills and competencies that will enable them to
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take responsibility for their learning. Wendon (1985, cited in Brown, 2000)
language teaching.
strategy training, the teacher needs to know the learners’ point of view on
how learners can make learning more relevant and meaningful. Besides
that, the teacher needs to help learners identify their own learning habits
which will eventually help them take up responsibility for their own learning.
However, before doing that, one should take into consideration individual
teaching learners how to learn, the teacher can help facilitate the learning
Kaur and Che Lah (1999) observe that many major changes have been
taking place in the status and position of the English language in Malaysia
learners.
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by Yasmin Hanim. Hanim (2005) states that studies done in Malaysian
schools have revealed that students are culturally not prepared to work
comfortable with teachers spoon-feeding them and they follow the teachers’
In recent years, many changes have taken place in the education system.
teaching and learning can help promote learner autonomy. Thus, she feels
need for these students to incorporate certain learning strategies in their second
language learning and thus the aim of this study to examine the effectiveness of
Language Teaching (MICELT) held from the 8th - 10th May 2006 in
Malacca, Abdullah Hasan and Azwir Astaman from Indonesia presented the
mentioned the same point that many students who study English as a
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foreign language feel hesitant and are reluctant to communicate in English
because they lack exposure in using English in their everyday lives. They
also stressed that various factors had contributed to this failure such as the
language learners themselves and their low motivation for learning English.
To Hasan and Astaman (2006), the solution to these problems is for the
the same time apply these characteristics. Hasan (2006) further stressed that
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strategies to learn English such as learning from their mistakes, finding
Chou (2005) who carried out a case study on ‘Using Dialogue Journals to
activities simply because they are shy, uncomfortable and lack confidence to
use English in class. As Chou did not conduct any form of strategy training
in her case study, she observes that most Chinese educated students at a
English and yet not much has been done to explore the means of
In the article ‘English Not Only Learnt Through Textbooks’ (The Star, July
16, 2005) Yin expresses her belief that learning English does not solely
researcher of this study feels that this belief of Yin is true and vital in
(which is sponsored by Pizza Hut (M) Bhd. and fully supported by The Star (M)
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supplements and these fun-filled activities do encourage students to improve
classroom.
This study was conducted in SMK Hamid Khan to study the use of language
learning strategies after strategy in the ESL classroom. In this study, language
taken by students to enhance their own learning” and when learning takes
self confidence. Brown (2000: 15) stresses that ‘good’ language learners
This school offers subjects that are stipulated by the Ministry of Education
and students who have completed their education in this school leave with
those who have obtained 3A’s and below in their Ujian Penilaian Sekolah
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Rendah (UPSR) – Primary School Evaluation Test which they had taken in
teachers and 10 non-academic staff like lab assistants, gardeners, clerks and
other administration workers. This 50 year old school has facilities such as
two language labs, two computer labs, a library, a resource room, seven
science labs and a prayer room for Muslim students and teachers. With
these facilities, students and teachers find the school provides a comfortable
In 2006, SMK Hamid Khan created history when it became the first school
in Malaysia to create a web page for its Crime Prevention Club. That year
who had excelled with 5A’s in the UPSR examination. For the first time,
students were streamed according to their abilities after the first monthly
test. It is hoped that students will excel both in their curricular and co-
curricular activities and do SMK Hamid Khan proud with their achievements.
Preliminary interviews with the English Panel Head in SMK Hamid Khan in
June 2005 revealed that teachers are over burdened with administrative
passing exams and students, on the other hand, learn by applying these
Head, “If we learn something that we want to learn or find something worth
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learning, we are more inclined to formulate our own strategies or pick up
new strategies to enhance our learning or make our learning more efficient”
Hamid Khan, it was discovered that students depend solely on teachers for
SMK Hamid Khan, the students are fortunate enough to have these resources at
their disposal, unfortunately, they lack the strategy training that can further
enhance and develop their learner autonomy in the ESL classroom. Therefore the
researcher realizes that there is a need to investigate the types of strategy training
that can be utilized to further promote learner autonomy amongst these students.
It is hoped that the findings of this research will enable the researcher to have
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further and useful insights on the use of language learning strategies after
c). To examine how strategy training can help ESL teachers’ in identifying
The following research questions are based on the objectives of the study:
1). What are the types of language learning strategies used by ESL learners
3). To what extent can strategy training help ESL teachers’ identify students’
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1.6 Significance of the Study
The researcher’s aim to carry out the present study is to investigate the
Hamid Khan and to indicate how strategy training can help them use these
fields. Besides that, ESL teachers would gain insights into students’ learning
strategies and these insights would enable them to tailor appropriate tasks
for their students in the classroom so that students would benefit most in
knowledge. As such, since the samples of the study were sixteen years old,
they were seen as the ideal group of people suitable for their research.
Eventually, they would be responsible to plan, learn and evaluate their own tasks.
ESL teachers would not need to ‘spoonfeed’ students. This research would
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would indirectly help them in their life-long learning process and even in their
working environment.
The findings in this study could provide useful information for teachers
teaching English in the school where the research is being carried out. Both
teachers and students would benefit from the strategy training as it would
This study would also enable students to know the effectiveness of strategy
observe their teachers as researchers, they would then learn about learning
explore how students are able to use various language learning strategies
classroom.
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Besides that, the Curriculum Development Centre (CDC) in Malaysia could
also benefit from the findings of this study as it would be able to design
various schools. Through this study, the materials that are going to be
Science’ by Pang (2004), Pang quoted that most students have difficulties
strategies in the ESL classroom and it is hoped that other learning subjects
Language) teachers feel that the limited contact hours provided for the
challenges facing the Malaysian ESL classroom. She stresses that “these
challenges have been the catalysts that spearheaded the need to promote
dependent. Besides that, Kaur (2000) states that more learner autonomy
programmes will help learners recognize their preferred learning styles and
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specific classroom hours with limited assistance from the teacher. In other
training that will lead to further development of language learning strategies and
this will eventually give arise to students who are more able to initiate self-
learning.
At the 2nd International Language Learning Conference (ILLC) held from the
23rd – 25th of November 2006 in Penang, Irfan Naufal Umar and Mustapha
problem solving are the most effective ways of learning and as such these
Umar and Abidin (2006) indicate that students using web-based learning
achieved better results than those students who were in the tutorial mode
dependent.
Firstly, this study is based on only one ESL classroom in a secondary co-ed
students might not be able to provide the qualitative data support for any
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Malaysian student population. Nevertheless, the results obtained from the
Due to time and financial constraints, the researcher is only able to conduct this
study among these selected samples. However, the researcher has taken into
account individual capabilities and thus the samples selected are representative
English ranges from good to fair and these students were able to respond
Secondly, the researcher is also the teacher of the selected class and this
might affect the reliability and validity of the study as the sample was
selected by the researcher. Although every effort was made to remind the
altogether established. However, the researcher ensured that the students were
not allowed to discuss with the other samples their own perceptions and ideas
comprise the total number of teachers teaching the Form Four ESL
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Finally, journal writing as a written form of communication between teachers
different context. So, to avoid any confusion, the following are definitions and
explanations of some of the terms that are used to explain ESL learning in
this study.
1) Learning-How-To-Learn (LHTL):
1990).
2) Strategy Training :
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3) Learner Autonomy :
4) Learning Strategies :
5) Student Journal :
6) Learning Contract :
with the help from the teacher or peers. It usually contains details
7) Planning :
1990).
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8) Organizing :
9) Monitoring :
10) Evaluating :
This chapter provides an introduction to the study that has been carried out by the
a brief explanation on the profile of the school where the research was conducted
the objectives of the study, the research questions which are based on the
objectives of the study, the significance of the study and some limitations to
the study. Finally, there is a list of definitions of terms used in this study.
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CHAPTER 2
RELATED LITERATURE
2.0 Introduction
This chapter focuses on the review of literature pertaining to the theory and
There has been a growing consensus that education in the 21st century
would require much more from students besides being a one way teaching
and learning method. This means that educators now need to pay attention
to both the process and product of learning and this can only be achieved
Student learning has been the subject of research done by psychologists for
the whole of the 20th century (Biggs,1999). However, it cannot be denied that
processes in education. Brown (2001: 21) quotes “Everyone at some time has
adopt any one of the theories in the study of first language acquisition.
The theoretical approaches in this study are taken from three different
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