GGGE6533 LANGUAGE LEARNING STRATEGY INSTRUCTION

SUCCESSFUL ENGLISH LANGUAGE

LEARNING INVENTORY (SELL-IN)
FINDINGS & IMPLICATIONS


PREPARED BY:
ZULAIKHA BINTI ZULKFLEE
P73949

SEMESTER 2 SESSION 2013/2014

LECTURER:
PROF. DR. MOHAMED AMIN BIN EMBI


OUTLINE
1) INTRODUCTION
2) DISCUSSION AND INTERPRETATION OF FINDINGS
Listening Strategy
Reading Strategy
Speaking Strategy
Writing Strategy
Vocabulary Strategy
Grammar Strategy
3. PEDAGOGICAL IMPLICATION

INTRODUCTION
(SELL-IN)
Respondents: 10 students from Ungku Omar
Polytechnic, Ipoh, Perak.
Instrument: Online Questionnaire (Adapted
from Cohen, Oxford and Chis Language
Strategy Use Survey (2002) & Ali Gurata
(2008)
Data Analysis: Descriptive Statistics
(Percentages)
Strategies
This strategy
doesnt fit for
me
Ive never used
this strategy but
am interested
in it
I have tried this
strategy and
would use it
again
I use this
strategy and
like it
I listen to talk shows on the radio, watch
TV shows or movies in the target
language.
10%
(1)
10%
(1)
20%
(2)
60%
(6)
I look for associations between the
sound of a word or phrase in the new
language with the sound of a familiar
word.
0%
(0)
10%
(1)
60%
(6)
30%
(3)
I imitate the way native speakers talk. 20%
(2)
10%
(1)
60%
(6)
10%
(1)
I try to understand what I hear without
translating it word-for-word.
0%
(0)
0%
(0)
50%
(5)
50%
(5)
I focus on the context of what people
are saying.
0%
(0)
0%
(0)
30%
(3)
70%
(7)
I listen for key words that seem to carry
the bulk of the meaning.
0%
(0)
20%
(2)
40%
(4)
40%
(4)
I listen for specific details to see whether
I can understand them.
0%
(0)
20%
(2)
20%
(2)
60%
(6)
I make educated guesses about the
topic based on what has already been
said.
0%
(0)
10%
(1)
50%
(5)
40%
(4)
INDICATED FEATURES
STRATEGIES PERCENTAGE FEATURES
I try to understand what I
hear without translating it
word-for-word.
100%
understanding
what they heard
by using all the
clues in context
I focus on the context of
what people are saying.
100%
monitoring the
speech of others
I make educated guesses
about the topic based on
what has already been
said.

90%
willing to live
with uncertainty
Strategies
This strategy
doesnt fit for
me
Ive never used
this strategy
but am
interested in it
I have tried this
strategy and
would use it
again
I use this
strategy and
like it
I read as much as possible in the target language.
10%
(1)
30%
(3)
50%
(5)
10%
(1)
I try to find things to read for pleasure in the target
language.
0%
(0)
30%
(3)
50%
(5)
20%
(2)
I plan out in advance how I'm going to read the text,
monitor to see how I'm doing, and then check to see
how much I understand.
0%
(0)
10%
(1)
50%
(5)
40%
(4)
I skim an academic text first to get the main idea and
then go back and read it more carefully.
0%
(0)
20%
(2)
70%
(7)
10%
(1)
I make ongoing summaries of the reading either in my
mind or in the margins of the text.
10%
(1)
20%
(2)
50%
(5)
20%
(2)
I guess the approximate meaning by using clues from
the context of the reading material.
0%
(0)
20%
(2)
50%
(5)
30%
(3)
I use a target language dictionary to see how words
are defined by means of other target language words.
0%
(0)
30%
(3)
30%
(3)
40%
(4)
I use a bilingual dictionary to get a sense of what the
equivalent word in my native language would be.
0%
(0)
30%
(3)
30%
(3)
40%
(4)
INDICATED FEATURES
STRATEGIES PERCENTAGE FEATURES
I plan out in advance how I'm
going to read the text, monitor
to see how I'm doing, and then
check to see how much I
understand.
90%
able to organize
their learning
I guess the approximate
meaning by using clues from
the context of the reading
material.
80%
understand the
meaning based on
the contextual clues
in the text
I skim an academic text first to
get the main idea and then go
back and read it more
carefully.

80%
made use of the
target language
input
Strategies
This strategy
doesnt fit for
me
Ive never used
this strategy but
am interested in it
I have tried this
strategy and
would use it again
I use this
strategy
and like it
I practice saying new expressions to
myself.
0%
(0)
20%
(2)
30%
(3)
50%
(5)
I practice new grammatical structures
in different situations to build my
confidence level in using them.
0%
(0)
0%
(0)
50%
(5)
50%
(5)
I initiate conversations in the target
language as often as possible.
0%
(0)
20%
(2)
70%
(7)
10%
(1)
I plan out in advance what I want to
say.
0%
(0)
0%
(0)
60%
(6)
40%
(4)
I ask questions as a way to be involved
in the conversation.
0%
(0)
20%
(2)
20%
(2)
60%
(6)
I encourage others to correct errors in
my speaking.
0%
(0)
0%
(0)
40%
(4)
60%
(6)
I look for a different way to express the
idea when I can't think of a word/
expression. (e.g.: Using synonym)
0%
(0)
20%
(2)
20%
(2)
60%
(6)
I make up new words or guess if I don't
know the right ones to use.
10%
(1)
20%
(2)
30%
(3)
40%
(4)
INDICATED FEATURES
STRATEGIES PERCENTAGE FEATURES
I encourage others to
correct errors in my
speaking.

100%
made use of
social agents
I practice new grammatical
structures in different
situations to build my
confidence level in using
them.

100%
find time to
practice
I plan out in advance what I
want to say.

100%
organize their
learning
Strategies
This strategy
doesnt fit for me
Ive never used this
strategy but am
interested in it
I have tried this
strategy and would
use it again
I use this
strategy and
like it
I practice writing the alphabet and/or new
words in the target language.
0%
(0)
40%
(4)
50%
(5)
10%
(1)
I plan out in advance how to write
academic papers, monitor how my writing
is going, and check to see how well my
writing reflects what I want to say.
10%
(1)
20%
(2)
50%
(5)
20%
(2)
I try writing different kinds of texts in the
target language (e.g.: personal notes,
messages, letters and course papers).
0%
(0)
20%
(2)
70%
(7)
10%
(1)
I find a different way to express the idea
when I don't know the correct expression
(e.g.: use a synonym or describe the idea).
0%
(0)
20%
(2)
50%
(5)
30%
(3)
I review what I have already written
before continuing to write more.
0%
(0)
10%
(1)
70%
(7)
20%
(2)
I use reference materials such as a
glossary, a dictionary, or a thesaurus to
help me find or verify words in the target
language.
0%
(0)
10%
(1)
40%
(4)
50%
(5)
I revise my writing once or twice to
improve the language and content.
0%
(0)
20%
(2)
50%
(5)
30%
(3)
I try to get feedback from others after
writing a draft of an essay or paper.
0%
(0)
40%
(4)
30%
(3)
30%
(3)
INDICATED FEATURES
STRATEGIES PERCENTAGE FEATURES
I use reference materials
such as a glossary, a
dictionary, or a thesaurus
to help me find or verify
words in the target
language.
90%
made use of various
reference materials
I revise my writing once or
twice to improve the
language and content.
90%
monitoring their
progress
I review what I have
already written before
continuing to write more.
80%
checking & evaluating
Strategies
This strategy
doesnt fit
for me
Ive never used
this strategy but
am interested in
it
I have tried this
strategy and
would use it
again
I use this
strategy
and like it
I break the word into parts that I can identify.
20%
(2)
20%
(2)
40%
(4)
20%
(2)
I group words according to parts of speech
(e.g.: nouns, verbs).
10%
(1)
50%
(5)
30%
(3)
10%
(1)
I list new words with other words that are
related to it.
0%
(0)
50%
(5)
20%
(2)
30%
(3)
I write out new words in meaningful
sentences.
0%
(0)
30%
(3)
50%
(5)
20%
(2)
I use flash cards in a systematic way to learn
new words.
20%
(2)
60%
(6)
20%
(2)
0%
(0)
I visualize the spelling of new words in my
mind.
0%
(0)
30%
(3)
20%
(2)
50%
(5)
I review words periodically so I don't forget
them.
0%
(0)
30%
(3)
40%
(4)
30%
(3)
I practice using familiar words in different
ways.
0%
(0)
10%
(1)
20%
(2)
70%
(7)
INDICATED FEATURES
STRATEGIES PERCENTAGE FEATURES
I practice using familiar
words in different ways.

90%
Always practice
I visualize the spelling of
new words in my mind.

70%
Constantly trying
various methods
I review words
periodically so I don't
forget them.

70%
Check and
review
Strategies
This strategy
doesnt fit for
me
Ive never used
this strategy but
am interested in
it
I have tried this
strategy and
would use it
again
I use this
strategy and
like it
I ask my teacher or friends when I do not understand
my teacher's explanation.
0%
(0)
0%
(0)
40%
(4)
60%
(6)
I take notes when my teacher explains new grammar
structure (e.g.: writing down the meaning and
usage).
0%
(0)
0%
(0)
40%
(4)
60%
(6)
I review the grammar structures I learn regularly.
0%
(0)
20%
(2)
30%
(3)
50%
(5)
I do grammar exercises at home.
0%
(0)
20%
(2)
70%
(7)
10%
(1)
I determine the grammar structure that I have trouble
with and make an effort to improve them.
0%
(0)
20%
(2)
50%
(5)
30%
(3)
I pay attention to grammar rules when I speak or
write.
0%
(0)
20%
(2)
40%
(4)
40%
(4)
I try to notice my grammar mistakes and find out the
reasons for them.
0%
(0)
0%
(0)
60%
(6)
40%
(4)
While writing or speaking if I am not sure of a
grammar structure, I try to use another one.
0%
(0)
10%
(1)
40%
(4)
50%
(5)
I encourage myself to speak English even when I am
afraid of making a grammar mistake.
0%
(0)
0%
(0)
20%
(2)
80%
(8)
INDICATED FEATURES
STRATEGIES PERCENTAGE FEATURES
I encourage myself to speak
English even when I am afraid
of making a grammar mistake.
100%
portrayed a great
sense of confidence
I ask my teacher or friends
when I do not understand my
teacher's explanation.
100%
made use of social
agents
I take notes when my teacher
explains new grammar
structure (e.g.: writing down
the meaning and usage).
100%
look for language
patterns
I try to notice my grammar
mistakes and find out the
reasons for them.
100%
monitoring the errors ,
find the reasons and
find a way of how to
avoid making them
again in future.
Strategies: Grammar > Speaking > Listening >
Writing > Reading > Vocabulary
Features of Good Language Learners:
Used or tried almost all of the listed strategies in
the questionnaire.
Matched the other researches done earlier in the
field
Allow the teacher to help the students to
learn better.
Language learners need to be trained to
explore different learning strategies.
Experimenting and evaluating, and eventually
choosing their own set of effective strategies.
Can be autonomous learners.
Help other students on how to apply the
strategies strategically.