Malaysian ESL Learners' Use of Language Learning Strategies

Language learning strategies (LLSs) are the intentional thoughts which can accelerate the learning process. Effective use of these strategies can lead to greater success in language learning and increased autonomy on the parts of learners. The aims of this study were to investigate the differences in the use of LLSs among Malaysian students of different years of study and gender and to identify the relevant strategy models. Mixed Method design was used as this study is an amalgamation of quantitative and qualitative studies. All Bachelor's degree students majoring in English Literature at the School of Language Studies of Univerisiti Kebangsaan Malaysia were involved in the quantitative section of this research. Moreover, a total of 30 English Literature students participated in the interviews. Quantitative data were analyzed using the Multivariate Analysis of Variance to identify any significant differences in strategy use among the students. Furthermore, qualitative data were analyzed using the NVIVO. The relevant qualitative data were also categorized through open-coding procedure, refined by the axial-coding procedure integrated via the selective-coding procedure. The results showed that the year variable influenced students' use of strategies. However, gender did not have any effects on students' use of the strategies. The analyses of qualitative data also lead to the emergence of six qualitative models. Each of the models dealt with one of the strategy categories of memory, cognitive, compensation, meta-cognitive, affective and social strategies. Findings of this study provided a deeper understanding on strategy use among language learners in general and Malaysian learners in particular.