Grammar Learning Strategies Used by ESL Undergraduate Students

The present research investigated the grammar learning strategies (GLS) used by Malaysian ESL undergraduate students. It also examined the mean differences in the GLS used based on students’ proficiency levels. Quantitative research using a survey design was conducted in gathering the data. A set of...

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Published in:Asian Journal of University Education
Main Author: Mohamad F.; Halim N.S.A.; Kadir Z.A.; Abdullah N.
Format: Article
Language:English
Published: UiTM Press 2023
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169039071&doi=10.24191%2fajue.v19i3.23325&partnerID=40&md5=ba5a86540477439cc194edbc2740e301
id 2-s2.0-85169039071
spelling 2-s2.0-85169039071
Mohamad F.; Halim N.S.A.; Kadir Z.A.; Abdullah N.
Grammar Learning Strategies Used by ESL Undergraduate Students
2023
Asian Journal of University Education
19
3
10.24191/ajue.v19i3.23325
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169039071&doi=10.24191%2fajue.v19i3.23325&partnerID=40&md5=ba5a86540477439cc194edbc2740e301
The present research investigated the grammar learning strategies (GLS) used by Malaysian ESL undergraduate students. It also examined the mean differences in the GLS used based on students’ proficiency levels. Quantitative research using a survey design was conducted in gathering the data. A set of questionnaires was randomly distributed via google forms to Malaysian ESL undergraduate students who enrolled in a grammar course. 80 students responded to the questionnaire; thus, they became the participants of the research. Both descriptive and inferential analyses were used to interpret the data. The findings indicated that taking notes while listening to their teacher’s explanations, finding out the reasons for their mistakes, encouraging themselves to practice grammar and asking friends for help were the most common strategies used in cognitive, metacognitive, affective, and social strategies respectively. Social strategies were found to be the most common strategies used by the students. Finally, the research also revealed that high proficient students used all strategies more than low proficient students. The findings of the research can be useful for teachers as they can vary their teaching approaches to match the students’ grammar learning strategies. In addition, less proficient students can also learn the strategies used by the more proficient students so they can also benefit from using the strategies in learning grammar. © (2023), (UiTM Press). All Rights Reserved.
UiTM Press
18237797
English
Article
All Open Access; Gold Open Access
author Mohamad F.; Halim N.S.A.; Kadir Z.A.; Abdullah N.
spellingShingle Mohamad F.; Halim N.S.A.; Kadir Z.A.; Abdullah N.
Grammar Learning Strategies Used by ESL Undergraduate Students
author_facet Mohamad F.; Halim N.S.A.; Kadir Z.A.; Abdullah N.
author_sort Mohamad F.; Halim N.S.A.; Kadir Z.A.; Abdullah N.
title Grammar Learning Strategies Used by ESL Undergraduate Students
title_short Grammar Learning Strategies Used by ESL Undergraduate Students
title_full Grammar Learning Strategies Used by ESL Undergraduate Students
title_fullStr Grammar Learning Strategies Used by ESL Undergraduate Students
title_full_unstemmed Grammar Learning Strategies Used by ESL Undergraduate Students
title_sort Grammar Learning Strategies Used by ESL Undergraduate Students
publishDate 2023
container_title Asian Journal of University Education
container_volume 19
container_issue 3
doi_str_mv 10.24191/ajue.v19i3.23325
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169039071&doi=10.24191%2fajue.v19i3.23325&partnerID=40&md5=ba5a86540477439cc194edbc2740e301
description The present research investigated the grammar learning strategies (GLS) used by Malaysian ESL undergraduate students. It also examined the mean differences in the GLS used based on students’ proficiency levels. Quantitative research using a survey design was conducted in gathering the data. A set of questionnaires was randomly distributed via google forms to Malaysian ESL undergraduate students who enrolled in a grammar course. 80 students responded to the questionnaire; thus, they became the participants of the research. Both descriptive and inferential analyses were used to interpret the data. The findings indicated that taking notes while listening to their teacher’s explanations, finding out the reasons for their mistakes, encouraging themselves to practice grammar and asking friends for help were the most common strategies used in cognitive, metacognitive, affective, and social strategies respectively. Social strategies were found to be the most common strategies used by the students. Finally, the research also revealed that high proficient students used all strategies more than low proficient students. The findings of the research can be useful for teachers as they can vary their teaching approaches to match the students’ grammar learning strategies. In addition, less proficient students can also learn the strategies used by the more proficient students so they can also benefit from using the strategies in learning grammar. © (2023), (UiTM Press). All Rights Reserved.
publisher UiTM Press
issn 18237797
language English
format Article
accesstype All Open Access; Gold Open Access
record_format scopus
collection Scopus
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