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ED 702

[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

Article 1 :Melor Md Yunus, Nur Ainil Sulaiman & Mohammed Amin Embi(2013) Malaysian Gifted Students Use of English Language Learning Strategies. English Language Teaching; Vol. 6, No. 4; 2013 ISSN 1916-4742 Original Text Problem Statement Language learning strategies are among the main factors that help to verify competency and how our students learn a second or foreign language. In addition, understanding of what students do in language learning process and how it affects language success is important in assisting students in the learning English language. Furthermore, many factors affect the choice and suitability of strategies. One of the factors is individual differences especially, in Malaysian context, the diversity of learners that come from different cultural and language background affects how they learn. This is more obvious in second language learning which is English. Accordance to that, many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Objective The objective of the programme is to produce gifted students who have the following characteristics; competent, skilled and competitive to achieve greatness in academic at national and international level, has good values, high creativity in generating solutions to problem, innovative and critical thinking, exhibit good leadership, responsible, good language skills and can communicate effectively and demonstrate sensitivity towards social responsibility. Procedures This study employed a quantitative method to investigate gifted students language learning strategy use in learning English. The quantitative approach was chosen because of the construction of the measurement technique briged concept and data (Neuman 2000) Summary Melor,Nur Ainil & Amin(2013) say strategies contribute to students competency in language learning.. Moreover, understanding the process and its implications for language students in successfully supporting students in learning English is vital. Factors influenced choice and strategies with one being individual differences, diversity and language background. Studies are still needed on language learning strategies for gifted students. .

The aim is to produce quality students excelling at all levels with critical thinking with good values, creative in finding solutions to problems, and demonstrate good leadership and responsibility and good language skills to communicate effectively and show sensitivity to social responsibility.

Quantitative method is used to research the use of strategies in teaching gifted students. The construction of the measurement necessitated the approach.

ED 702

[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

Findings and conclusion Overall, the result derived from descriptive analysis of the study indicated that gifted students are high strategy users. Based on total mean of each category, it was found that gifted students use more indirect strategies (metacognitive, affective, social) compared to direct strategies (memory, cognitive, compensation). The use of indirect strategy more shows that gifted students prefer strategies that support and manage language learning strategies without (in many instances) directly involving the target language (Oxford 1990). In addition, the most frequently used language learning strategies were metacognitive strategies. Such result also appears in other studies, for example Adel (2011), Jalal and Kaveh (2011) and Haifa (2010). This indicates that metacognitive strategies are generally favoured by ESL students, as they allows learners to control their own cognition by coordinating the planning, organising, and evaluating the learning process. The high use of metacognitive strategies in language learning are in line with gifted students characteristics such as setting priorities, selecting information, monitioring solituoins and use regulartory(metacognitive process listed by Roger (1986) and Shore (1991) cited in Yewchuk (1999). This means that giftes students participated in the study aware and able to regulate their own learning. As for the least frequently used strategies, affective strategies which deal with emotions (Chamot and OMalley 1990) indicated the lowest mean scores. The habits of realizing and recording emotional tremors are not a habit among students when learning English might resulted in lack of use of affective strategies (Chew and Tian 2012). In terms of gender, the study revealed that female students used more straegies that male students. A possible explanation for this result is due to different level of competency in certain language skills. According to Ellis (2002), in second language learning classroom, females often have more positive attitudes

It was found that gifted students prefer strategies that support and manage language learning strategies without directly involving the target language (Oxford 1990) The high utilization of metacognitive strategies enables the regulating of learning pace. According to Ellis (2002), female students have more positive attitudes with more strategies contributing to greater success. In addition, Green and Oxford (1995) mentioned socialization and biological factors may contribute different approaches to language learning.

ED 702

[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

and as result, achieve greater success in learning a second language. In addition, Green and Oxford (1995) stated about biological and socialization factors that might contribute to gender differences in the language. This means that males and females students are using different approaches to language learning. As for individual strategy use, the finding of highest and lowest item based on mean score in each category showed a similar pattern with studies done by Izawati (2008) and Johari (2005). These two studies were conducted in tertiary level context; Izawati (2008)s on polytechnics students in Malaysia while Johari (2005)s study was on students in private college in Pekan, Indonesia. The unique pattern of this finding might be due to gifted students exceptional characteristics that differentiate them from their peers. This is supported by Diezmann and Watters (2006) which stated that gifted students have an advanced knowledge base compared to their nongifted peers. Malaysian gifted students have good devices, such as ability and potential for language learning, however, they just need to know how to fully utilize those devices in order to excel in language learning domain.

ED 702

[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

Article 2 : Shirley Sharmini Rajamoney (2008). A study on the language learning strategies after strategy training among form four ESL students : A case study.

Original Text Problem Statement Students are more comfortable with teachers spoon-feeding them and they follow the teachers lead directly. However, she stresses that to enable students to be responsible for their own learning would mean requiring a major restructuring of the whole classroom organization and intensive training. In recent years, many changes have taken place in the education system. Hanim (2005) notes that current trends in information technology, that is through computers, have established a powerful presence in foreign and second language pedagogy. To Hanim, using computers in language teaching and learning can help promote learner autonomy. Thus, she feels that teachers have a role to play in developing students language learning strategies, especially among Malaysian students who are more used to a stereotypical kind of relationship with their teachers. In other words, there is a 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 strategy training in second language learning in the Malaysian context. Objective The primary objective of the present study is to identify the types of language learning strategies employed by the students in an ESL classroom after undergoing strategy training. Besides that, it also aims to analyze students perceptions on the use of the strategies in their language learning after strategy training. Methodology Firstly, this study is based on only one ESL classroom in a secondary co-ed school in an urban setting in Penang. The selected sample size of 42 students might not be able to provide the qualitative data support for any conclusive findings that may be directly representative of the whole Malaysian student population. Nevertheless, the results obtained from the selected sample in this study can provide

Summary Shirley (2008) emphasises for students to be responsible for their learning, a major reorganising of the whole learning structure is needed. Language pedagogy is now evolving with the usage of technology and is promoting independent learning. There is the need for these students to include some learning strategies in second language learning, so that the objective of this study was to examine the effectiveness of the training strategy in second language learning.

The aim is to analyse strategies of ESL students after undergoing language training strategy. In addition, it also aims to analyze the perceptions of students to use strategies in language learning strategy training.

The study though may have limited data but she has taken into account individual capabilities which represent a normal setting in an ESL classroom which students of multiple abilities.

ED 702

[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

some useful insights in encouraging the use of language learning strategies among ESL learners. 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 of a normal ESL classroom in a Malaysian context, that is, their proficiency in English ranges from good to fair and these students were able to respond appropriately during the course of the study.

Findings and conclusion The findings revealed that students employed various language learning strategies (LLS) such as metacognitive, cognitive, affective, social and compensation strategies in their process of language learning. This study also points out that students were unaware of the language learning strategies used and they were not aware of the benefits of using these strategies in learning English. Furthermore, a few students felt 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 revealed that students were having problems such as lack of confidence, anxiety and shyness in learning English. This study also reports that students refuse to become independent learners because they lack motivation and reinforcement. Overall, the findings have highlighted that there is a need to conduct strategy training to promote students to use LLS and to expose students to the various types of LLS which can be beneficially applied to enable more students to identify their strengths and weaknesses in language learning. In addition to that, the study suggests strategy training be carried out to enhance students language learning. Students are provided with feedback through their journals and

Different LLS strategies are used in the process of language learning. However students were not aware of language learning strategies employed and the benefits. Furthermore, students were having problems such as lack of confidence, anxiety and shyness in learning English. This study also suggests that lack of motivation and promotion inhibits independent learners. Exposure to LLS is important to enable more students to identify strengths and weaknesses in language learning. Strategy training is needed to enhance students learning. Learning happens when the most effective strategy is used.

ED 702

[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

learning takes place when students are able to use their most required strategy to become independent learners.

ED 702

[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

Article 3 : Assessing the Use of English Language Learning Strategies among Secondary School Students in Malaysia : The 8th International Language for Specific Purposes (LSP) Seminar - Aligning Theoretical Knowledge with Professional Practice Noor Zainab Abdul Razak, Fauziah Ismail, Azian Abdul Aziz, Mallam Adam Babikkoid Original Text Problem Statement According to Littlewood [1] language pedagogy has witnessed a gradual shift from teacher-centred to student centred starting from the late 60s.Since then the focus has been on developing autonomous learning especially 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 information. OMalley and Chamot view learning strategies as special 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. Summary Noor Zainab,Fauziah, Azian and Mallam(2012) emphasied that learning strategies are important in facilitating and enhancing the whole learning process of ESL students. Oxford and Crookal,OMalley and Chamot one way or another define that learning strategies are steps and actions taken by students to make learning faster and easier.

ED 702

[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

Objective 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. Methodology/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 the study.Oxfords SILL is widely 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. The questionnaire was made up of 2 sections.Section one was about the respondents demographic background,

Effective learning strategies can improve learning of ESL. Students who are use the accurate strategies will increase their proficiency. Learning strategies help students to become more independent and proficient. The study conducted intends to :

Find the strategies employed by ESL learners in Johor. The different strategies used by the opposing gender.

The method used is SILL which is widely used to research learning strategies. Questionnaires are distributed with help from the school community. They focused on the students background and a checklist to discover the learning strategies used which in this case is six domains.

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[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

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). Findings and conclusion 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 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). 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]. The study concluded that all six strategies were used. The most used is the affective strategy while the least popular is the compensation strategy. It was found that female students are more effective at using learning strategies as opposed to their male counterparts. This agrees with earlier findings that females have more positive attitudes towards language learning.

ED 702

[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

Literature Review : Good learning strategies improve language learning

Melor,Nur Ainil & Amin(2013) stresses that good learning strategies and understanding the end product will raise students competency in language learning. However, there are factors that influence the usage of strategies such as individual differences, diversity and language background. There is the need to conduct more studies on learning strategies for gifted students with the goal of producing excellent students. It was found that gifted students prefer strategies that support and

manage language learning strategies without directly involving the target language (Oxford 1990) .It was also found the metacognitive strategies among others are utilised to regulate the learning pace of language learning. The usage of learning strategies as aforementioned above also differs according to gender, Ellis (2002) said female students have a better attitude towards learning strategies and employ more as opposed to males students with greater success. In addition, Green and Oxford (1995) also supported the idea mentioning the factors of socialization and biological may contribute to the different approaches using by males and female students towards language learning. One way the language pedagogy being explored and evolving is with the usage of technology and is promoting

independent learning. Shirley (2008) also noted there is the need for these students to include the need to modify the structure of their learning strategies so that it can be more effective. She also concluded although different language learning strategies were actually used in the process, most students were still unaware of language learning strategies employed and the benefits. The problems of such as lack of confidence, anxiety and shyness in learning English as well as lack of motivation and promotion inhibits the development of independent learners.

Students being exposed to more language learning Strategies is important for them to be able develop their learning further and eliminate the deficiencies. Therefore strategy training is needed to enhance students learning as learning happens when the most effective strategy is used. Noor Zainab, Fauziah, Azian and Mallam(2012) concluded that learning strategies are important in facilitating and enhancing the whole learning process. Researchers have one way or another define that learning strategies are steps,actions and interventions taken by students to make learning faster and easier. As a result language retention is better. The conclusion is effective

ED 702

[RESEARCH METHODOLOGY] STUDENT ID : 2013497456

learning strategies can only improve learning of ESL and develop better proficiency and make students more independent Interestingly although their study concluded that all six strategies were used, the strategies differ according to genders with female students being more effective at it which concurs with the findings of Ellis(2002).

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