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An Overview of Malaysian English Language Learning Strategies
Mohd Zamri bin Azmi
Universiti Kebangsaan Malaysia [UKM] (P69256)
Corresponding Author’s Email: mohdzamriazmi@gmail.com
Abstract
Learning English in the context of English as second language (ESL) is unarguably complex.
It involves various ways of human processing that very much concerns several factors such as
learning styles as well as learning setting itself. In Malaysia for instance, understanding
English has been considered as the second language and being taught for years in both
primary and secondary schools, there is always a huge question mark pertaining to the
proficiency of Malaysian ESL learners. Some studies have discovered that numbers of
Malaysian ESL learners still demonstrate low proficiency in English besides struggling in
learning such intended language due to some reasons. Hence, this research mainly aims to
identify the effective language learning strategies being implied by some successful
Malaysian ESL learners in mastering the four macro skills in English – listening, speaking,
reading and writing. This research also intends to discover the individual purpose of learning
English in Malaysian context.
Keywords: English as second language, Learning strategies, Listening, Speaking, Reading,
Writing
1.0 Introduction
Unsurprisingly, in many nations particularly countries that practise foreign language as the
second language, language learning is always seen as one of pertinent educational processes,
which should not be neglected at any chance (Alvarez-Sandroval, 2005). As it is sturdily
related to the idea of creating good literacy, many studies or researches have been
progressively conducted related to various areas in language learning itself. Significant areas
such as language learning strategies and language learning styles have been explored critically
by the responsible individuals as an effort of enhancing language learning process. In
Malaysia, considering English as a part of the second language policy (Amirah Hamzah,
2009), many language-learning-related studies also have been conducted for various purposes.
Although researching might not be seen as a major ‘thing’ in Malaysian learning culture in
general, some academicians generally believe that such appropriate way of exploring is
always a need for the betterment purposes (McLeod, 2013). This is because the findings of
certain related researches might be the new discoveries, which could definitely contribute in
many ways to the target body knowledge. The language educators for example, could benefit
from this, as the findings of particular research could be the answer for some dilemmas of
English language learning in Malaysian classrooms.
In this paper, the writer would discuss the language learning strategies used by ten selected
respondents in English language learning. The discussion would be divided into several parts
namely problem statement, research objectives, research questions, methodology as well as
findings.
2.0 Literature Review
Learning Strategies
Learning strategy undeniably plays a very prominent role in any learning process. It allows
the learner to understand the intended target knowledge content using certain approaches that
suitable to particular individual’s learning preferences. In learning English as second

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language, effective learning strategy might be always synonymous to idea of being a
proficient English learner. It is explicitly seen as a learning approach that allows the ESL
learners to fully experience their second language learning process by easily comprehending
the target lesson content (Hewitt, 2008) . Kohonen and Westhoff (2001, as cited by Kühn &
Cavana) in his book entitled ‘Perspectives From The European Language Portfolio Learner
Autonomy and Self-Assessment’ define learning strategies as problem-oriented method that
might be established in the form of observable and not observable. It enhances the learning
process by aiding the acquisition, retrieving process and use of information.
To be an independent learner who could choose and practise such effective language learning
strategies, it is indeed not an easy task. The selection might involve certain individual factors
such as learning styles, learner’s need as well the learning purpose itself. According to
Casale-Giannola and Green (2012) , such internal factors have to be considered critically by
the learning individual, as it would determine the design of learning strategy that suits the
need of learner. Learner who learns best via listening to audio for example, should probably
opt for the auditory-based learning strategy; therefore, a better acquisition or information
processing could take place during the learning process.
Type of Learning Strategies
As much as Oxford (1990) proposed his taxonomy of language learning strategies, Sardegna
(2005) also similarly argues that there are two types of language learning strategies – direct
and indirect. Direct strategies, according to Oxford (1990, as cited by Ting-Yu, 2007), could
be divided into three types – memory, cognitive and compensation strategies. On the other
hand, indirect strategies could be described in different forms namely metacognitive, affective
and social strategies.
Below are the tables of language learning strategies as being mentioned earlier:
a) Direct strategies
Type of strategies Explanation
Memory It refers to several mental processes such as creating mental
linkages, applying images and sounds, reviewing well as well as
employing action. Each process has its specific macro action to be
performed such as grouping and contextualizing words in order to
enhance the learning process. .
Cognitive It involves phases such as practicing, receiving and sending
messages, analyzing reasoning as well as creating for input or
output. Some examples of this strategy is taking notes, highlighting
information and summarizing.
Compensation
strategies
It highlights two important processes namely guessing intelligently
and overcoming limitations in speaking and writing.
b) Indirect strategies
Type of strategies Explanation
Metacognitive
strategies
It describes the idea of centering the learning by paying attention to
the content as well as listening attentively to it. It also involves the
process of arranging and planning the learning where one would set
up the goals, identify learning purpose, plan for task and seek for
ample time to practise. Finally, this strategy also allows one to do
self-evaluating and self-monitoring.
Affective strategies It extremely concerns human’s emotion. The strategy enhances

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learning by lowering the anxious feeling and encouraging learning
with positive statements as well as self-rewards. Besides, it allows
learning to do self-emotional-temperature by having diary or
emotion checklist.
Social strategies It enhances the learning by interacting and expressing ideas to
social community. One would ask questions and cooperate with
others in order to arrive at learning objective.
3.0 Research Objectives
This study in general had three main objectives. Firstly, it aimed to identify the personal
purposes of learning English among selected Malaysian individuals. Secondly, the study
intended to investigate the specific learning methods used by these individual in effectively
acquiring four macro language skills – listening, speaking, reading writing and grammar.
4.0 Research Questions
Based on the objectives, below are the questions, which could hopefully be answered by the
end of study:
1. What are the purposes of learning English as the second language?
2. What are the specific language learning strategies being used in learning mastering
listening, speaking, reading writing and grammar?
5.0 Methodology
This part addresses the instruments, participants as well as data collection procedures.
5.1 Instruments
For the purpose of this study, a diary writing method was used as the main instrument. There
were about four questions being provided as well as four sub questions in guiding the
respondent to write the answer (Refer to Appendix A). The rationale of selecting such
method because the writer believes diary writing is appropriate and convenient for such small-
scale study. In addition, the data, which could be gathered via this method, seems more
informative; it could be as rich as the responses gathered from the general interviews (Mail
Online, 2009).
5.2 Participants
The participants of this study were mainly English as Second Language (ESL) teachers as
well as a few undergraduate and post-graduate university students who are majoring in
English. There were about seven teachers and three university students.
5.3 Procedures
The participants of the study were conducted based on the volunteering basis. Once the
permission obtained from the participants, a set of diary writing template was given to each of
them. They were briefing on the purpose of study as well as how to complete it following the
suggested questions in the template. Participants also were advised not to strictly follow the
suggested questions, and welcomed for better information related to the study.
For the purpose of getting rich information, each participant was given a day to complete the
template. The writer believes that such allocation of time might be beneficial as it would give
more time for the participant to reflect critically before began to write. As soon as the
templates were submitted, the writer did the analysis for each script. The writer analyzed the

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responses based on the aforementioned skills namely listening, speaking, reading, writing and
grammar (Refer to Appendix B).
6.0 Findings
6.1 Objectives of Learning ESL
“The reason I was more eager to learn English in addition to the lessons I was receiving in
school was simply based on my interest and fascination”
(Chong Voon Sing, 2014)
As mentioned earlier, besides the national requirement of Malaysian Education system to
learn English as one of the compulsory units in the classroom, undeniably there are also
certain personal goals to be identified developing by some Malaysian ESL learners in general.
These personal goals might more likely to be seen as the individual objectives or self-learning
needs which need to be fulfilled adequately by these individuals. According to one of the
responses given by the respondent as named above, she described that her strong interest of
learning English is mainly because of her natural passions as well as curiosity towards
English materials. She has a very strong sense of inquisitiveness to understand the concept of
global English, as she loves to spend long hours at reading or watching the ‘British’ and
‘American’ materials.
According to Santrock (2008), such behaviour of learning could be explained explicitly via
the theory of modeling as proposed by Bandura. Learning is said to be occurred in particular
setting if one has a high level of self-efficacy and becomes highly motivated to learn. They
would slowly imitate the actions from the reliable model of target behaviour; such actions
might appear ‘special’ and meaningful to the learner. In the previous respondent’s context, the
person might find the foreign materials are very appealing due to the different cultural factor.
These ‘British’ and ‘American’ English materials might serve certain interesting slangs or
vocabulary which hardly to be found in Malaysian English utterances. This indirectly has
caused her to gradually pick up certain vocabulary along the learning process which
eventually lead an extraordinary interest to learn the language in depth. As such, it could be
said that personal interest as such could be one of the objectives in pursuing the language.
“Being able to speak multiple languages often gives you more opportunities in life and work
than just speaking one language. Moreover, you often will be able to get a new job, a better
job or a promotion where you are working”
(Siti Nabilah, 2014)
In another response given by a Malaysian fresh graduate of local university as named above,
she believes that being a bilingual speaker might be always an advantage compared to the
common monolingual speaker. A person who could afford to speak more than a language
might receive more chances in term of job offers, as the expectation of global market has
slightly changed from being academically good to also being a good-convincing speaker (The
Star Online, 2012). According to Sheridan Mahareva (2014), many employers in these days
have realized that many Malaysian graduates in general are quite poor in term of English
communication. Although these graduates might be the top-rung students in their own majors,
some of them are said to have quite a poor communication skill. They seem introvert at
communicating and reluctant to voice out the opinions especially in English language
(Nesamalar, Saratha & Teh, 2005). This has therefore led to the feeling of worrisome among
some Malaysian university students to a certain extent. In the respondent’s context, such

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situation has actually given her a strong call to learn and slowly master English as the second
language. Although it might not be the major factor of having a job, being a bilingual might
still give a promising bonus at obtaining a job. As such, it could be said that being a bilingual
could be one of the objectives in learning English as second language.
6.2 Reading
Unsurprisingly, reading is one of the most significant macro skills that has co-constituted
English as the second language lesson in many classrooms. It involves few pertinent discrete-
mental processes which is beyond than identifying and pronouncing the alphabets, words or
sentences (Scharer, 2012). According to (Clay, 1991 as cited by Scharer, 2012), reading refers
to the idea of ‘message-getting’ and ‘problem-solving’ activity, which increased in power and
flexibility the more it, is practiced. One is said as an active reader if the individual manages to
read attentively with high determination to comprehend and evaluate it for various purposes
(The Open University, 2014).
“I always refer to dictionary to find the meanings of the words that I am not familiar with”
(Erma Heldayu, 2014)
In the context of Malaysian education system particularly primary school ESL setting, reading
is partly seen as a behaviour where one is capable and competent to use dictionary at various
learning contexts (Kementerian Pendidikan Malaysia, 2012). Competent learners should be
able to locate the identified low-frequency words and understand the constructed meaning for
different contexts. In the response given by one of the ESL primary school teachers as named
above, she stated that one of the language learning strategies that she has been implying in
doing the reading activity is the use of dictionary. Although the method seems traditional and
slightly time consuming in many ways (Martine, 2006), she believes that the effective use of
dictionary as the meta-cognitive learning approach might give the wonder outcomes and
definitely beneficial for many situations in reading. Dictionary does not only allow her to
understand the literal meaning of certain ‘hard’ words in the native language, but it also might
help to increase the number in her vocabulary repertoire. As stated by Martine (2006),
although there might be cases learners become overly dependent on using the dictionary at
doing direct translation for example, learners could be informed on various creative strategies
using dictionary. These creative strategies however should employ certain important
dictionary component such as ‘details of the parts of speech to which the head word is
connected’, ‘indications of style and register’, and ‘exemplification of usage, including
collocations’; therefore, the process of learning reading could be supported effectively by the
selected strategies (Atkinson, 1985, as cited by Martine, 2006). As such, it could be said that
the use of dictionary as the learning strategy might be effective in reading activity.
“I had been exposed with many novels, short stories and English newspapers,”
(Izzaida Fadya, 2014)
In another response written by a primary school ESL teacher as named above, she describes
that her reading skill has gradually improved through the exposure of relevant English reading
materials. Her reading performance has gotten better dramatically in term of pronunciation
and reading pace through the exposure of various genres such as novels, short stories and
newspaper. According to the respondent, each genre of reading materials normally serves
different pattern and types of sentences. This has required her to read the structure of text
using different moods, tones as well as mental voices; meaningful reading might only occur if

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one could fully immerse understanding the information besides the factor of language-rich
setting itself (Neuman, 2014),. Although reading the English materials as a cognitive
approach might be hard at the beginning especially the novice readers, this could be probably
overcome by the effective selection of appropriate materials. Arias (2014) has stated the
selection of reading materials could be made based of few criteria namely cultural
appropriateness, linguistic and cognitive demands as well as practical considerations. This
guideline could be the guidance for the learners to select the materials as an effective
alternative of improving reading activity. As such, it could be said that reading various genre
of materials could help at improving reading skills.
6.3 Writing
“The men who invented and perfected writing were great linguists and it was they who
created linguistics”
(Meillet, n.d. as cited by Coulmas, 2003)
Apart from reading, writing is also said to be another fundamental of English as second
language lesson in many ESL classrooms. It has been given an equal emphasis as much as the
other skills do due to the learning nature of the skill itself. According to Coulmas (2003),
writing could be defined and distinguished into several meanings:
1. A system of recording language by means of visible or tactile marks
2. The activity of putting such a system to use.
3. The result of such activity a text.
4. The particular form of such a result, a script style such as block letter writing
5. Artistic composition
6. A professional occupation.
This description of writing is very much depending on the contexts as well as the purposes of
writing itself. In the other words, the process of writing could be easily understood as a way
of informing, educating entertaining, persuading and motivating for various contexts
(Kerstetter, 2013).
In Malaysian education context particularly primary school ESL setting, a competent English
writer could be generally described as an individual who has good penmanship skills
(Kementerian Pendidikan Malaysia, 2012). He or she also would be seen as one who could
write confidently especially at expressing the critical thoughts in clear manner. However,
looking at the current scenario in certain Malaysian ESL classrooms, the learning situations
might not reflect as comprehensive as the description in Malaysian English syllabus such as
‘Kurikulum Standard Sekolah Rendah’ (KSSR). In writing, numbers of studies have clearly
shown persistent weakness in written English of Malaysian ESL students especially in the
areas of grammar and vocabulary. This is evident through their writing in examination.
Azimah (1998, as cited in Darus, 2009) in her research carried out among 30 lower-secondary
school students found that students committed a lot of errors in tenses and preposition. The
findings of the study also corresponds with the findings found by Vahdatinejad (2008, as cited
in Darus, 2008) whereby tenses, preposition and word choices are the common errors
committed by Malaysian students. Difficulties in grammatical features of English seem to be
the typical source of errors for Malaysian students. This probably occurs due to the
inappropriate selection of learning techniques besides the use of teaching methodology in the
classroom.

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“my phrases construction had been improving since I started writing in a blog in English”
(Faeza Mastura, 2014)
In the response given by the respondent as named above, as a journalism student, she believes
that writing is undeniably not a very easy task to do. It might be even harder if it requires one
to write in foreign language such as English. To be good in writing, besides the natural talent,
it also requires adequate-continuous practises of writing. According to the respondent, her
writing skill has seemed improving since she started to do blogging. She would allocate an
ample time to blog regularly any sorts of relevant information regardless the genre such as
personal experience, poems, academic writing and so forth. According Mewbun and Thomson
(2013), in academic writing for example, although blogging might be always synonym to
writing for pleasure and hobby, it undeniably helps one to write in better environment.
Blogging provides a convenient platform for an individual particularly academician to write
the ‘heavy’ content using the common and more friendly language. This is because many
blogs in general might be reached by different backgrounds of people (Park, 2004); therefore,
having to write in simple-and-less-technical essays could attract more ‘layman’ audiences. In
the context of this respondent, such method seems effective at improving her writing skill
because she probably feels writing at the blog is more relaxing and free of stress. Besides the
convenient time factor, this respondent might be able to indirectly experience several meta-
cognitive processes via the method. Self-questioning would take place and involve heavily
along the blogging process, as blogging normally allows an individual to go in depth and
critical at discussing certain issues (Brand, 2013). As such it could be said that blogging could
be a good practise at improving writing skill.
“I was forced to learn and write spellings of words especially during English classes in
school. As I grow older, I realized that I actually love writing nonsense stories and my daily
life so I started to write in diaries and sometime later, evolved into online diary which is blog
writing/ blog typing”
(Syafawati, 2014)
In different response given by another primary school ESL teacher as named above, although
writing was extremely hard at the beginning, the urge of learning writing which covertly
reinforced by individuals such as parents and teachers managed to slowly change
respondent’s perception towards writing in English. She told that a traditional cognitive
strategy as proposed by Oxford (1990) was employed excessively such as drilling at ensuring
she could master the writing skill. She might probably have written tonne of English essays
for academic and leisure purposes besides reading various types of articles for the purposes of
exposing her to good patterns and structures of sentences. Although such learning technique
might be probably classified as the ‘dry’ and less engaging method, undeniably drilling at the
early stage of language learning could be beneficial particularly in learning writing. Language
learners would be able to comprehend and internalize certain language structures
meaningfully, as appropriate drilling would ensure language learners to grasp the exact
concept before they could extend the use of knowledge for different purposes (Heffernan,
2010). In the respondent’s context, she realized that the outcome of drilling could be seen
after several periods. She noticed that her English writing skill has gotten better as soon as she
started to have her personal diaries. There, as much as the previous respondent has done for
her writing, she also blogs plenty of posts pertaining to her personal experiences and other

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forms of genre writing. As such, it could be said that the effective drilling as cognitive
learning strategy could be helpful at improving learner’s language writing.
6.4 Listening and Speaking
Listening and speaking skills are another two macro skills, which co-constituted to each other.
They are very well connected in language learning although the nature of both skills might not
share in common in term of productivity (Nesamalar, Saratha & Teh, 2005). According to
Brown (1994, as cited by Florez, 1999), speaking skill refers to the interactive process of
exchanging the information and conveying the messages. It happens spontaneously and
unpredictable at most time for various purposes. On the other hand, listening as receptive skill
is very much synonym to the idea of hearing; ‘listening’ individual is critically characterized
as one who would give full attention at absorbing the information to be used for varieties of
purposes (Salisbury University, 2014).
In the recent document of year 4 KSSR English curriculum, there are numbers of educational
outcomes, which could be found pertaining to listening and speaking skills. According to
Kementerian Pendidikan Malaysia (2012), a competent individual should be seen as one who
could communicate and share the thoughts confidently. He or she also should be able to
respond creatively to various literary texts such as poems and short story.
“I remembered my kindergarten teacher read stories to the classroom and I listened to her,
which was probably where I slowly picked up my English words and vocabulary”
(Mohd Izzat Fauzi, 2014)
In one of the responses given by the respondent as named above, he believes that his
improvement in both speaking and listening skills is partly because of storytelling experience.
Although the session was conducted mainly by the teachers, he feels that storytelling could be
a very good learning technique for the learners who prefer to learn the language in creative
and relaxing manner. According to Stanley and Dillingham (2009), storytelling is indeed a
good selection as language-learning technique particularly lessons which related to listening
and speaking skills. This is because, in storytelling, the storyteller would interactively speak
to the audience throughout the sharing, repeating, questioning and explaining during the
delivery session. Those sub-skills especially repetition is extremely beneficial, as certain
learners such as the low proficient speakers would be able to listen to the similar utterances
for several times (Lipman, 1999). In addition, the appropriate questioning technique in
storytelling also might promote the collaborative discussion among the learners. The
introverts might benefit from this, as these individuals rarely speak due to the personality
factors such as shyness (Nesamalar, Saratha & Teh, 2005). In the respondent’s context, the
equal freedom of expressing thoughts given by his teacher did allow him to polish his
speaking skill. He found that such communication-based language learning technique allows
him to share his opinions in the target language without feeling intimidated. He also could
gradually pick up the unfamiliar vocabulary utterances used by the teachers during the session
for his daily conversation purpose. As such, it could be said that the use of storytelling
technique could be very beneficial in improving speaking and listening skills.
“Listening to Backstreets Boys, Nsync and Boyzone do help me tremendously in improving my
English”
(Nur Izzati, 2014)
Unsurprisingly, many ESL speakers find listening to the English songs could be one of the
reliable alternatives in language learning. Besides the factor of ‘cost-savvy’, such way of

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learning could be easily done at any period of time. It does not require any specific spaces or
time frame, which many might find the technique is very convenient. According to He Heok
Hooi, The Wei Li and Ena Marziani Suandi (2008), music can be very effective in learning
English. The elements of language and music are technically well tied together in brain
processing by rhythm, pitch and symmetrical phrasing. For some scientific reasons, this might
easily activate the learning process due to the strong connection between these two domains.
In the previous response given by the respondent as named above, she has been employing
this method since she first started learning English. Listening to English songs seems less
complicated, as she claimed that most lyrics of the English songs always imply the simple and
common utterances. This would be very beneficial especially the novice learners at
comprehending every word being used in the song. Besides being able to repeat the song
using the music player, she might get a chance to know and probably pick-up the new words
unintentionally during the listening process. This would in a way contribute to the
expansibility of her vocabulary repertoire. As such, it could be said that the technique of
listening to song could be beneficial if it is done according to appropriate way.
6.5 Grammar
Learning grammar in the context of ESL classroom might always be perceived as the boring
lesson at most of the time. Its learning content makes the process seem dry and less engaging
especially if the lesson is conducted at the most traditional way. According to Larse-Freeman
(n.d.),many people tend to associate the term grammar with the rules about linguistic form
and verb paradigm. It seems meaningless form especially speaking about structures which are
rarely used in the daily utterances. In the context learning English in Malaysian ESL
classroom, learning grammars are generally conducted in both ways – explicit and implicit
way. In explicit learning grammar classroom, learners would be learning the grammar as
obvious as it is Cowan, 2008). They would learn the content and practise the structures as
much as they could. On the other hand, learning grammar in ‘implicit’ classroom is said to be
more interesting compared to the previous one. Learners would learn the grammar content in
certain interesting-authentic contexts without they know about it. However, understanding the
learning culture in Malaysia is very exam-oriented, the ‘explicit’ classroom is said to be more
evident compared to ‘implicit’ classroom.
“I was drilled to use grammar correctly in school. I also took the initiative to do my exercises
to improve my grammar”
(Nur Izzaida, 2014)
In the response given by one of the participants as named above, she states that her way of
learning English grammar is very much traditional and cognitive-based. She has been
practicing and drilling any particular grammar structure in ensuring the content could be
internalized to the mind. Although drilling is said to be ‘unhealthy’ for learning to a certain
extent (British Councli, 2004), the respondent believes that drilling is obviously helpful at the
first phase of grammar learning. The appropriate-effective drilling would be meaningful if
learners are able to see the purpose of particular grammar form as well as its way of using it
(Languages International – Auckland & Chiristchurch, New Zealand, n.d.). However, this
drilling method should not be done for a very long period. Learners should consider for
different learning technique, so he or she could hopefully apply the learnt grammar structure
for different purposes or situations. As such, it could be said effective drilling in learning
grammar could be effective as one of the alternatives.

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“in my attempt to learn English, I encountered errors in using language accurately in
speaking and writing. This has helped me to master grammar by helping me to learn by
discovery”
(Erma, 2014)
In different situation experiencing by another respondent who is teaching English in one of
the primary schools, she believes that her way of learning grammar is very much applying the
principles of communicative-based. As can be seen above, she feels that her improvement in
grammar learning occurs due to committed grammar errors during the interaction. In many
cases, she could identify her own grammar errors if the utterances might appear strange to her.
She would therefore do the research and figure out the correct way of using intended grammar
form. This might sound very beneficial in many ways at enhancing the grammar learning;
however, for the low-proficient learner, such discovery learning method might be probably
hard due to some reasons. Discovery learning requires one to be more aware and conscious
about the learning especially at identifying the mistakes (Santrock, 2008), and this might be
hard for the low-proficient learners as they might require more assistances from the competent
individual. As such, it could be said that discovering learning through interaction could be
helpful as one of the methods in learning grammar.
7.0 Limitation of Study
Although there is indeed much remains to be done, undeniably, the findings of this study, at
this point, could be considered significantly important in understanding generally the current
progress of learning English as second language in Malaysia. The responses given by
participants as being discussed above have been insightful at informing the readers, to
understand and identify the possible learning strategies that perhaps could be helpful for
Malaysian ESL learners. Having said that, there are still few limitations that might need to be
considered especially before adapting some ideas of effective learning strategies that gained
from the findings in other different learning contexts.
One of major concerns that could probably limit the findings of this study to be simply
adapted in other different contexts of ESL learning is the Malaysian language learning setting
itself. According to Nesamalar, Saratha and Teh (2005), basically, there are two general
categories of students to be identified in Malaysia - ‘urban’ students and ‘remote’ students.
These two groups, as being argued by Nesamalar et al. (2005) in their book entitled ELT
methodology: Principles and Practice, might be significantly differed to each other in many
ways especially the level of English proficiency. In Malaysia, particularly developing urban
areas, students who come from such area are often said to be more competent in English
language than the ‘remote’ students in general. They are more being exposed to various
English materials and authentic utterances in their daily life compared to the ones who reside
at remote areas due to several factors such as limited facilities and unconducive social
environment. In this study, the researcher did not exactly specify the participants from any of
mentioned groups. The respondents were randomly selected from two major groups, which
were Malaysian ESL teachers as well as Malaysian English-majored university students
regardless the social background factor. This way of selection, in certain ways, could be a
limitation or constraint for some global purposes especially the idea of adapting the promising
findings in other particular different learning ESL contexts. Some of effective learning
strategies might eventually result not to work very well and appear ineffective particularly in
certain foreign learning ESL contexts due to the factor as being discussed earlier. Such
occurrence might consequently create the negative misconception among the language
practitioners pertaining to the effectiveness of particular learning strategies and
simultaneously question the validity of findings. As such, In order to overcome such

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consequences, for future research purposes, it might be probably a good thought to consider
the idea of having equal proportion of identified groups in Malaysian context besides larger
size of participants. The responses or information given by respondents would be fairer and
perhaps more comprehensive, as huge-unique data could be obtained. This could hopefully
help researchers to produce better findings in intended researching area and finally contribute
some beneficial knowledge to ESL field in huge global context.
Apart from that, as mentioned earlier, the size of respondents in this study could possibly
appear as another limitation to a certain extent. Understanding the amount of participants of
this study is slightly small in number, which is ten, the findings might not seem adequate and
reliable enough to represent exactly the whole population of Malaysian ESL learning
community. According to Weseley and McEntarffer (2010), appropriate sampling design and
sample size are very crucially pertinent at gathering a set of data that would be representative
to its target population. A large size of sample with proper sampling design might not only
help one to meet its desired statistical objective, but it also allows the researcher to collect
accurate data that might closely represent the intended group. In this study, such small size of
participants is purposely selected, as researcher intended to seek for qualitative data instead of
quantitative. Researcher is more interested in having descriptive information which one could
critically understand the way of particular language learning strategy being used in
individual’s ESL learning than having certain figures on how frequent the particular learning
strategy has been used by Malaysian ESL learners for example. This situation, in many ways
would limit the findings to be used as generalization to the whole Malaysian context due to
mentioned reasons. As such, for future research purposes, in order to ensure the findings
could be used for such generalizing purposes, a large size of participants needs to be
considered. Researcher would be benefited with massive-extensive data in intended
researching, which eventually might help one to have a confident data that represents the
target group.
8.0 Conclusion
In conclusion, based on the arguments above, it could be probably said that there are a huge
number of ways of learning English as the second language. Every individual might need
different types of learning strategies in acquiring certain macro skills in English language due
to various factors such as learning style. Taking the example of learning writing, based on the
findings above, some individuals might find writing a diary seems helpful at ensuring the
writing skill could be mastered. On the other hand, in similar learning situation, the others
might feel continuous drilling in writing such as spelling session is effective in acquiring
certain structures in English as well as improving the writing. These could be some of
evidences supporting that learning English according to skill might require different
approaches. As an effective language learner, one should be wise and competent at selecting
the appropriate learning strategies that fits the individual needs. This is to ensure that the
process of learning for selected skill could be done effectively in any learning contexts.
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APPENDIX
APPENDIX A
LANGUAGE LEARNING STRATEGIES
DIARY WRITING
This diary writing is a part of project paper entitled An Overview of Malaysian English
Language Learning Strategies I would like to explore in greater details about how you are
learning the second language. This diary would help me to understand comprehensively the
effective strategies you are using to learn the second language.
You may write a short paragraph based on the suggested questions, and your answers are
confidential. Also, you have the right to refuse or withdraw at anytime; however, I believe
that your experiences and opinions are important at assisting me to understand the concept of
language learning from different perspectives.
Thank you for your collaboration!
Mohd Zamri bin Azmi (019-3750776),
Master of Education (TESL)
UKM.
* Please kindly return the completed diary to this email address: mohdzamriazmi@gmail.com
Name :
Age :
Learning / Working Institution:
Suggested questions:
- What is your first language?
- What is your best second language?
NATIONAL UNIVERSITY OF MALAYSIA
43600 UKM, Bangi, Selangor,
Malaysia

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- What makes you to learn that particular second language?
- How do you generally learn that second language? Is there any specific strategy that you are
implying in mastering these skills?
- Speaking
- Listening
- Reading
- Writing
- Grammar