1. LANGUAGE LEARNING STRATEGIES INSTRUCTION (GE6533) PROJECT PAPER: SUCCESSFUL ENGLISH LANGUAGE LEARNING INVENTORY (SELL-IN) “LANGUAGE LEARNING STRATEGIES USE OF SUCCESSFUL PRIMARY SCHOOL ESL LEARNERS” DISCUSSION AND IMPLICATIONS NADZATY AKMAR ABDULLAH (GP03785) Faculty of Education University Kebangsaan Malaysia nadzaty.abdullah@yahoo.com

2. FINDINGS

3. It was found that a total of 35 strategies, which is equivalent to 46%, were used frequently by the majority (8-10 participants) of the successful language learners as their language learning strategies.

4. Tables Strategies Chosen by All 10 ParticipantsSkills 1I go to movies that use the language.L 2If I hear people speaking the language, I listen.L 3I ask the person to repeat.L 4I find things to read that interest me.R 5I look for important facts.R 6I look at the pictures and what is under the pictures.R 7I look at the headings.R 8I use a dictionary to find the meaning.R Strategies Chosen by 9 ParticipantsSkills 9I watch TV shows in the language.L 10I listen to the language if I am in a restaurant or see movies in the language.L 11I listen for what seems interesting.L 12I make the sounds of the language until I can say them well.S 13I read a lot in the language.R 14I read for fun in the language.R 15I skim over a reading to get the main idea.R 16I write other notes in the language.W 17I plan what I am going to write.W 18I use a dictionary or glossary.W 19I read what I wrote to see if it is good.W 20I use the spell checker on the computer.W 21I use the grammar checker on the computer.W 22I plan what I want to say or write in my language and then translate it into the new language.T

5. Strategies Chosen by 8 ParticipantsSkills 23 I listen to the radio in the language.L 24 I listen for the important words.L 25 I guess the meaning from the person’s tone (such as angry or happy).L 26 I guess the meaning from how the person moves or stands. L 27 I go over new words several times at first. V 28 I move my hands or body so the person will understand me. S 29 I look for things to read that are not too hard. R 30 I read things more than once. R 31 I stop to think about what I just read. R 32 I underline parts that seem important. R 33 I guess the meaning by using clues from other parts of the passage. R 34 I take class notes in the language. W 35 I write papers in the language. W

6. DISCUSSION

7. Listening Skill They perform tasks such as asking and guessing in order to facilitate their listening competence. They also perform the strategies in their daily lives such as listening to the radio and watching movies in the L2 or being in the restaurant. Mohamed Amin Embi (2000) proposed that there are three types of LLS: a)Classroom Language Learning Strategies, b)Out-of-Class Language Learning Strategies, and c)Exam Language Learning Strategies. Out-of-Class Language Learning Strategies  they use the language outside of school and look for opportunities to learn the Language. Listening Strategies Chosen by 8 to 10 Participants 1 I go to movies that use the language. 2If I hear people speaking the language, I listen. 3 I ask the person to repeat. 4I watch TV shows in the language. 5 I listen to the language if I am in a restaurant or see movies in the language. 6I listen for what seems interesting. 7 I listen to the radio in the language. 8I listen for the important words. 9 I guess the meaning from the person’s tone (such as angry or happy). 10I guess the meaning from how the person moves or stands.

8. Reading Skill O’Malley and Chamot (1985) categorized LLS into three main types which are metacognitive, cognitive, and socioaffective. Cognitive strategies  manipulate the learning materials through resourcing and key word techniques. Key word technique  looking for important facts, headings, and underlining important parts Resourcing technique  using the pictures, dictionary and clues Reading Strategies Chosen by 8 to 10 Participants 1I find things to read that interest me. 2 I look for important facts. 3 I look at the pictures and what is under the pictures. 4 I look at the headings. 5I use a dictionary to find the meaning. 6I read a lot in the language. 7I read for fun in the language. 8I skim over a reading to get the main idea. 9I look for things to read that are not too hard. 10I read things more than once. 11I stop to think about what I just read. 12 I underline parts that seem important. 13I guess the meaning by using clues from other parts of the passage.

9. Writing Skill Oxford (1990) divided LLS into two groups, namely direct and indirect strategies. Direct strategies are further divided into 3 sub-groups consist of Memory, Cognitive and Compensation Strategies. Meanwhile, indirect strategies comprises of Metacognitive, Affective, and Social Strategies. Metacognitive strategies  planning and evaluation Planning  planning what they are going to write Evaluation  using the dictionary, reading what they have written and using the spell and grammar checkers Writing Strategies Chosen by 8 to 10 Participants 1I write other notes in the language. 2 I plan what I am going to write. 3I use a dictionary or glossary. 4 I read what I wrote to see if it is good. 5 I use the spell checker on the computer. 6 I use the grammar checker on the computer. 7I take class notes in the language. 8I write papers in the language.

10. IMPLICATIONS

11. By discovering their LLS use, L2 learners are able to: learn more about their language learning needs have the overview of what works best in facilitating their L2 acquisition apply the most appropriate strategies that can help them to become more fluent and proficient in the language identify characteristics of good language learners

12. Learners should: take charge of their own learning constantly trying to find out what is and isn’t working for their learning performance learn English wisely in an organised manner continuously looking for opportunities to improve their language

13. By discovering the LLS use of L2 learners, teachers are able to: learn more about the learners’ language learning needs raise awareness of the learners’ preferences maximise their language learning process enhance effectiveness

14. Teachers should: help learners discover their own learning strategies provide constructive feedbacks respect the learners’ preferences create opportunities for them to experiment present the learners with various types of materials

15. CONCLUSION

16. Research on LLS are significant for both teachers and learners. - to design and plan the strategies that are most beneficial to their language learning - reflect and evaluate their own practices to achieve the goal of mastering the L2

17. THANK YOU