Language Learning Strategy (LLS) for English Language Learners in Polytechnic

Abstract

The positive relation between Language Learning Strategy (LLS) for English Language learners and success in ESL learning is evident in many studies. Nevertheless, lack of research on the choice of LLS used among the polytechnic students is noticed. To bridge the gap, a study on this area was conducted. This study is conducted to find out the preferred language learning strategies used by the successful learners in polytechnic to learn English and to know whether there are any differences in choosing the language learning strategies between male and female polytechnic students. A slightly modified version of the Strategy Inventory for Language Learning (SILL), version 7, (Oxford, 1990) was used to examine the types and frequency of use of language learning strategies (Oxford, 1990).  The results showed that these students were low- to medium-level users of strategies. The results in this study on strategy use indicated a high preference for cognitive and metacognitive strategies whereas the affective and compensation strategies are the least preferred strategy used by the polytechnic students. Other than that, this study showed that there were no statistically significant differences in the use any of the six categories except the memory strategies, as females reported using those strategies significantly more often than males. This finding may indicate that the females in this study may have the ability to memorize things easier than the males, which may also reflect females’ ability side in real life.