1. SUCCESSFUL ENGLISH LANGUAGE LEARNING INVENTORY NAME: PRISHEELA MUNIANDY Prof. Dr. MOHAMED AMIN BIN EMBI

2. RESEARCH OBJECTIVE  The purpose of this study is to: 1. Identify the relationship of the use of language learning strategies use by outstanding students in Management and Science University.

3. RESEARCH QUESTION  In particular, the study addresses the following research questions: 1. Is there a significant relationship in overall level of language learning strategy used by outstanding students in Management and Science University (MSU)?

4. LITERATURE REVIEW Demographic Factors Gender Academic background Direct strategies Indirect strategies Memory strategies Cognitive strategies Compensation strategies Metacognitive strategies Affective strategies Social strategies Learning strategies that was examined in this study is an adaption of Oxford (1990) namely from the aspect of memory, cognitive, compensation, metacognitive, affective and social. In Oxford’s (1990) model of language learning, the strategies are divided into two: Direct and Indirect learning strategies

5. METHODOLOGY 1. The participants of this study were 20 students from a Private University (Management and Science University), in Malaysia. 2. There were ten male students and ten female students. 3. These respondents were from Faculty of Medicine and they were chosen as a successful English learner according to their English for Academic purpose (EAP) subject grades in April 2015 session. 4. Students who achieved Grade A is chosen as a good language learners.

6. INSTRUMENT  This study based on a survey design.  The data was collected using a questionnaire.  The first part of the questionnaire consist the background information of the students.  The study has adapted a survey questionnaire on Language Strategy Use Inventory developed by Cohen, Oxford and Chi (2002).  There were only five item selected for each category (Listening, speaking, reading, writing and vocabulary). The 4- point Likert Scale consist of:  1= Never true of me, 2= Usually not true of me, 3= Usually true of me, 4= Always true of me.

7. Findings  Listening Strategy Use The finding showed that the most strategy used by the respondent is by practising the sound of English. Most of the strategy listed has been used by the respondents. Whereas 45% of the respondents says that it is true that they ask someone who is speaking in English to slowdown if they do need to understand something. 50% of the respondents generally watch English movies to improve their English.

8.  Vocabulary Strategy Use From the data above, it is clear that most respondents (60%) remember new English word by making a mental picture of a situation in which the word might be used, compared to writing a new word in a card. Whereas using the flashcards to remember information is the least employed strategy in this category. This is maybe because flashcards are somewhat similar to rote learning where learners absorb what is seen without much comprehension. When it comes to learning new information, remembering the information with comprehension is significant.

9. Speaking Strategy Use From the data above, it is clear that 100% of the respondents start their conversation in English. Most of the strategies in this category has been used widely. 70% of the respondents use the strategy I look for people I can talk to in English. “I try to guess what the other person will say next in English” which the respondents used moderately. This is because they are high achievers in English language subject. This shows that all the respondents love to speak in English.

10.  Reading Strategy Use From the data above, it is clear that 75% of the students read for pleasure in English, this shows that most of the students improve their English by reading. This strategy is the highest as well which students skim an English passage then they go back and read carefully. Skimming helps students to get rough idea about the passage. Most of the respondents do not like to use the strategy “I use dictionary to find the meanings”. The respondents do not use most of these strategies. There is no low frequency use in this category of strategies.

11.  Writing Strategy Use From the data above, it is clear that most respondents write notes, messages, letters or reports in English. Moreover, the respondents make summaries of information that they hear or read in English. It is believed that trying to find as many ways to use English will enable students to have various learning choices. It also keeps the learning process interesting. 80% of the respondents use the spell checker on the computer than using a dictionary. Only 30% of the students plan what they are going to write. In writing strategies most of the respondent almost use all the strategy most of the time.

12. CONCLUSION  The findings shows that the respondents in the study used a variety of language learning strategies to become a successful learner.  However, all the group of strategies are well used by the respondents in their learning. This shows that the learners has employ many strategies to become a successful language learner.  This study match most of the research in this field.  All the findings above have answered the research question above.