UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| This study aimed to investigate the practice of language learning strategies (LLS)
among two stakeholders in education (students and teachers) at the International Islamic University
Malaysia (IIUM) Matriculation Centre. The study used the mixed methods design to collect both
quantitative and qualitative data. The instruments used for the study were the Strategy Inventory
for Language Learning Strategies (SILL), interview protocol and classroom observation protocol.
Nine sets of lesson plans were also analysed. The respondents for the study were 300 students who
were divided into two groups consisting of 150 students who passed (EPT-pass) and 150 students who
failed (EPT-fail) the English Placement Test (EPT). Four English language teachers at the
institution also participated in the study. Data were analysed using descriptive statistics (mean
and standard deviation scores), thematic analysis, and document analysis. The findings showed that
the EPT-pass (M=4.083, SD=0.672) and EPT-fail (M=2.722, SD=0.466) students utilised indirect
language learning strategies more than direct strategies. The EPT-pass group utilised metacognitive
strategies (M=4.361, SD=0.954) while EPT-fail students utilised affective strategies (M=3.077,
SD=0.398) the most. LLS were also evidently nurtured in the nine sets of lesson plans examined with
cognitive strategies being the mostly nurtured strategies. The four teachers were found to have
incorporated LLS into their lessons. It can be concluded that indirect strategies were more
prominently used by the students and LLS were nurtured, albeit indirectly in both the lesson plans
and lesson implementation. The study implies that LLS are an integral part in the teaching and
learning of English and should be directly nurtured and
incorporated in English language classrooms.
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