KUMUTHA RAMAN P62352 Successful English Language Learning Inventory (SELL-In)

Introduction English language learning has become a necessity for everyone of us. There is an increasing awareness and interest in the resources for learning styles and language learning strategies in second language teaching and learning (Zhao 2009). Making the learners more aware of the language strategies they use can help them overcome their fear of failure.

In the 1990s, the learning strategy research focused on the variables affecting the choice of learning strategies among various learners (Nambiar 2009) Research Objectives To explore the secrets of successful English language learning among secondary school students. Research Questions What are the language learning strategies used by successful learners to learn English?

Methodology Research design- quantitative A survey Sample: 15 smart students from Chung Hua High School (8As in PMR) The research instrument for this study is the inventory adopted from Oxford (1990), called “the Strategy Inventory for Language Learning” (SILL). to identify the English language learning strategies of successful students. The data was analyzed in the percentage form.

FINDINGS STRATEGIES HIGH USAGEMEDIUM USAGELOW USAGE n=15% % % Memory Cognitive Compensation Metacognitive Affective Social The range of learning strategies used by the students for the six language learning strategies

The percentage of six language learning strategies used by the successful students

DISCUSSION Memory strategies very popular and common strategies used by all the students. because learning a language involves learning a large amount of vocabulary of that particular language. helped these students to cope with the difficulty in memorizing all the vocabulary so they are familiar with this strategy. to create mental linkages, the students think of the relationship between what they already know and new things they learn in new language. The students also used flashcards with pictures, and rhymes to remember new words of a new language. They also review the language lesson often and act out the new language.

Cognitive strategy popular with these successful students. Students commonly use analyzing and reasoning techniques. Students are used to seeking answers for problems. Students depend on practicing with sounds and writing systems besides recognizing and using formulas and patterns. skim the passage, read it very quickly and then go back and read carefully. they reason deductively by using general rules and applying them to new target language situations. they determine the meaning of a new expression by breaking it down into parts and compare the elements between the new language and their own language. the learners take notes and make summaries of information on the new language.

Metacognitive strategies centering their learning through linking a key concept, principle and materials with what is already known, paying attention, and delaying speech production until listening skills are better developed. These students tend to find out how the language works besides understanding and using conditions related to optimal learning of the new language. These students evaluate their learning by noticing their language mistakes to help them do better and think of their progress in learning language.

Compensation strategies In guessing, the students use two different kinds of clues, linguistic and nonlinguistic such as knowledge of context. These students also overcome their limitations in speaking and writing by using the mother tongue for an expression, getting help, using physical motions like mime and gesture, making up new words, using a circumlocution or synonym, selecting the topic, avoiding communication, and approximating the message.

Affective strategies students only believe the formulas or analysis of the structured language pattern would help them in learning a language. Thus, they do not believe the affective strategy of emotion controlling could help them in learning a language as they do not see how this indirect strategy can provide any direct or concrete effect in their language learning. The students try to relax whenever they feel afraid of learning or using a language. They always encourage themselves by making positive statements, push themselves to take risks and reward themselves when they are doing well in that language. It is a good habit for them to notice and access their feelings, motivations and attitudes from time to time.

Social strategy a bit popular with these students. Some students prefer to be individually and independently and they feel uncomfortable working in a group and cooperating with others Some other students are much more sociable and love to communicate and interact with others. Generally, the students like to ask questions and cooperating with others. They are trying to empathize with others through learning about their culture and observe the behaviors of others.

Conclusion The students prefer cognitive and metacognitive strategies the most for their language learning. Mastery of language learning can be affected by using an inappropriate learning strategy. Recommendation Study should be done with a larger group of subjects from other schools, universities or institutions, and may be carried out in other countries.