Exploring the Most Common Learning Strategy in English Language for Achieving Instructional Effectiveness at International Islamic School, Gombak
Abubakar Sani *
Department of Education, Faculty of Education, Umaru Musa Yar'adua University, Katsina, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
This study explores the most often used language learning strategy in English class among secondary school students of International Islamic School in Gombak, Malaysia based on gender, age and grades. For the purpose of this study, three language learning strategies were adopted that consisted of cognitive, metacognitive and social. The study covered 191 participants (male and female) whose age range is between 13-18 years across grades 7-11; and purposive sampling was used to select the participants in the study. Data were collected using a questionnaire, employing a 5-point Likert’s scale. Descriptive statistics were employed in describing the most frequent language learning strategy used by the students. The findings reveal that the students employ all the three learning strategies based on gender, age and grades; but social language learning strategy appears to be the most frequently used strategy among the students. Thus, it is recommended that teachers should organize classroom activities that promote social interaction among the students. This could help them to become successful language learners.
Keywords: Learning strategy, language learning, English language, instruction