Language learning strategies (LLS) employed by good language learners (GLL) of SMK Oya, Dalat for improving: I) Listening skills ii) Vocabulary iii) Speaking skills iv) Reading Skills v) Writing Skills

DEMOGRAPHIC DATA 6 female (60%) and 4 male (40%) respondents 19 years old MUET – Band 3 (STPM Midterm 2 Exam 2016)

FINDINGS AND DISCUSSION i)Listening Skills Takeuchi’s (2003) – GLL - listen attentively to -imitate the target sounds or words uttered by the models The students tend to compensate when aware of limited vocabulary, and they are making effort to do better

Rivers (1978) - comprehending the sound falling on our ears - listening to the rise and fall of the voice -lyric organization Arevalo (2010)- songs use a lot of repetition - the students get a lot of pattern drills automatically - while they listen and sing along with the song

Thompson’s (2005) -GLLs - listen to main points only. Thompson’s (2005) -GLLs – not afraid to ask questions

ii) Vocabulary The students prefer using repetition Woodward (2001)-Repetition -extremely important for memory Takeuchi (2003) - Japanese EFL good language learners used both verbal and written repetition to learn new words.

iii) Speaking skills They would pay attention -native speakers - emulate their way of speaking. Ellis (1994) - GLLs - pay attention to formal properties of the target language -likely to succeed in their language learning.

Harvey (1985) - GLLs - like to be corrected by other person -aware of the mistakes - necessary corrections. Rubin and Thompson (1982) - GLLs - production techniques such as paraphrasing, using synonyms, and asking for help.

iv) Reading skills They know how to motivate themselves in reading - skillful at employing specific strategies Rubin & Thompson (1982) GLLs - self-directed and enjoy the process of learning.

Visual images of the reading materials appeal to their interest Hedge (2000 ) - GLLs learn with active thinking Rubin’s (1975) - GLLs use contextual clues - make intelligent guesses.

v) writing skills students employ metacognitive strategies in their writing practices. O’Malley et al. (1985) -metacognitive strategies planning for learning, evaluating learning after an activity is completed. Rubin & Thompson’s (1982) GLLs - production techniques such as paraphrasing, using synonyms or asking for help.

PEDAGOGICAL IMPLICATIONS OF THE FINDINGS i) Listening Skills integrate more interesting listening activities with various purposes in their language classes. various resources - pronunciation of English words - online dictionaries

recapping on the English vocabulary learnt in previous classes before moving on to the new lesson topics Grouping the words – memorize English vocabulary

create an English speaking community among students classroom instructions - fully conducted in English language Don’t place too much emphasize on language accuracy

authentic reading materials - from various sources HOTs (higher order thinking skills) questions should be generated for students’ reading practices

effective writing processes (prewriting, drafting, revising and editing, and rewriting) - emphasized in MUET writing classes Authentic writing should be greatly employed in MUET writing classes

CONCLUSION teachers - help students cultivate and raise their awareness of language learning strategies. students are aware - they would be skillful - employing these strategies effectively to facilitate their English learning.