PROJECT PAPER: SUCCESSFUL ENGLISH LANGUAGE LEARNING INVENTORY (SELL-IN) Prepared for: PROF. DATO‘ DR MOHAMED AMIN BIN EMBI Prepared by: NUR YASMIN KHAIRANI BINTI ZAKARIA (P81960) M.Ed (TESL) GGGE6533 LANGUAGE LEARNING STRATEGIES INSTRUCTION

OUTLINE 1) INTRODUCTION 2) OBJECTIVES 3) DEMOGRAPHIC BACKGROUND 4) DISCUSSION AND INTERPRETATION OF FINDINGS  Listening Strategy  Reading Strategy  Speaking Strategy  Writing Strategy  Grammar Strategy  Vocabulary Strategy 3. PEDAGOGICAL IMPLICATION 1) For ESL Learners 2) For ESL Teachers

METHODOLOGY  Respondents: 6 successful language learners from UiTM and 6 successful language learners from UKM(N=12).  Instrument: Online Questionnaire (Adapted from Cohen, Oxford and Chi’s Language Strategy Use Survey (2002) & Ali Gurata (2008)  Data Analysis: Descriptive Statistics (Percentages)

RESEARCH OBJECTIVES  identify the most frequently used strategies by successful language learners to improve listening skills;  identify the most frequently used strategies by successful language learners to improve speaking skills;  identify the most frequently used strategies by successful language learners to improve reading skills;  identify the most frequently used strategies by successful language learners to improve writing skills;  identify the most frequently used strategies by successful language learners to improve grammar skills;  identify the most frequently used strategies by successful language learners to improve vocabulary skills. The purpose of this study is to identify the frequency of language learning strategies used by the students, thus, evaluate the most frequently used strategies in learning English language. The study aims to:

Demographic Background ParticipantsFrequency (N)Percentage (%) UiTM 650 UKM ParticipantsFrequency (N)Percentage (%) Male 325 Female 975 TOTAL 12100

Proficiency Level of Respondents Academic Performance Frequency Percentage (%)

MAIN FINDINGS Reading habits among Malaysian students are still very low (Torsen & Lapasau, 2013)

Use of LLS to Improve Listening Skills ItemFrequency and Percentage Mea n Never (1) Rarely (2) unsure (3) Often (4) Always (5) 1. I predict what a person going to say based on what I have heard 1 (8.33% ) 0 (0%) 5 (41.67%) 5 (41.67%) 1 (8.33%) I mentally summarize what I have heard 00 6 (58.34%) 0 6 (58.34% ) I ask for clarification when I do not understand what I heard --2 (16.67%) 9 (83.33%) 1 (8.33%) 4.78

Use of LLS to Improve Speaking Skills ItemFrequency and Percentage Mea n Never (1) Rarely (2) unsure (3) Often (4) Always (5) 1. I watch how a native speaker speaks so that I can practice it on my own - 1 (8.33%) 1 (8.33%) 2 (16.67% ) 8 (75%) I will start a conversation in English - 3 (25%) 5 (50%) 4 (33.34% ) When people do not understand what I am saying, I will use hand gestures and expression to tell something ---6 (58.34% ) 6 (58.34) 4.51

Use of LLS to Reading Skills ItemFrequency and Percentage Mea n NeverRarelyunsureOftenAlways 1. I select a book based on my preferences for my reading - 2 (16.67%) 3 (25%) 5 (50%) 2 (16.67% ) I will reread something several times until I understand - 1 (8.33%) 4 (33.34%) 5 (50%) 2 (16/67 %) I will ask my friends whenever I do not understand any word -1 (8.33%) 2 (16.67%) 6 (58.34% ) 3 (25%) 4.12

Use of LLS to Improve Writing Skills ItemFrequency and Percentage Mea n NeverRarelyunsureOftenAlways 1. I create my own notes before I start writing -- 4 (33.34%) 4 (33.34% ) 4 (33.34% ) I use any materials that I could refer to whenever I am writing (66.67% ) 6 (66.67% ) I will as my teacher or friends to review my writing -1 (8.33%) 2 (16.67%) 6 (58.34% ) 3 (25%) 4.23

Use of LLS to Improve Grammar Skills ItemFrequency and Percentage Mea n Neve r RarelyunsureOftenAlways 1. I refer to reliable books or notes to check my grammar -- 4 (33.34%) 6 (58.34% ) 2 (16.67% ) I ask my friends or teachers to correct my grammar (91.66% ) 2 (16.67% ) I do not feel embarrassed or sad whenever I commit language error --2 (16.67%) 4 (33.34% ) 6 (58.34% ) 4.95

Use of LLS to Improve Vocabulary Skills ItemFrequency and Percentage Mea n Neve r RarelyunsureOften Alway s 1. I read different types of books to know new words - 2 (16.67%) 3 (25%) 5 (50%) 2 (16.67 %) I search for interesting words to improve my vocabulary (75%) 4 (33.34 %) I jot down new word that I found and look for its meaning --2 (16.67%) 4 (33.34 %) 6 (58.34 ) 4.93

PEDAGOGICAL IMPLICATIONS  FOR ESL LEARNERS  Metacognitive strategies - If a student shows a preference for Metacognitive strategies, the teacher should provide more activities and recommendation in planning, monitoring and evaluation the progress of a task given. Preparing for the task given includes the ability to skim and predict the main idea before the listening task.  Cognitive strategies – A student who shows a preference for cognitive strategies in improving their skills should be given adequate chances to mentally practise the given tasks. Students should be taught how to mentally make connection of the new knowledge with the previous information.  Socioaffective strategies – Some students, who prefer social interaction with the peers and teachers should be introduced with socioaffective strategies in improving their language. strategies such as cooperation with the peers and self-motivation in improving their inclination to study should be centralized.

 FOR ESL TEACHERS  Introduction of LLS in English Language Class  Since Malaysian classrooms are still insufficient of the use of language learning strategies, hence the delineation of strategies by the researcher could give an insight to the teachers to introduce new strategies in learning a language.  Implementation of LLS According to Four Language Skills  As the researcher establishes four main categories according to language skills, the introduction of language learning strategies according to the language skills could be executed. The students, therefore, will be able to polish their ability and skills in four main skills in language learning: listening, speaking, reading and writing.  Encouragement of The Use of LLS  The possession of language learning strategies must be parallel to the students’ need and comforts. Therefore, it is important for the teachers to identify the students’ inclination of strategy use before implementing the strategies in learning a language. Strategies that require more mental exercises could be a barrier for the students to practise. Lower proficiency students especially prefer more concrete strategy that requires hands-on activity and motor skills namely “using dictionary to look up for unfamiliar words”.