MUET Preparation Language Learning Strategies

Autor/inn/en	Kuen, Yoong Li; Embi, Mohamed Amin
Titel	MUET Preparation Language Learning Strategies
Quelle	In: Advances in Language and Literary Studies, 3 (2012) 1, S.84-93 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	English (Second Language); Second Language Learning; Learning Strategies; Secondary School Students; Language Tests; Test Preparation; Student Surveys; Listening Skills; Speech Skills; Reading Skills; Writing Skills; College Entrance Examinations; Foreign Countries; Statistical Analysis; Malaysia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarschüler; Language test; Sprachtest; Schülerbefragung; Mündliche Leistung; Sprachfertigkeit; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Aufnahmeprüfung; Ausland; Statistische Analyse
Abstract	The main objective of the study was to examine the English language learning strategies (LLS) used by Lower Six students in secondary schools who are sitting for their MUET test. It analyzed the language learning strategies that students use in order to prepare for the MUET test. Data were collected using a survey questionnaire with 300 students. The instrument used in this study called "MUET Preparation language Strategy Use Inventory" is an adapted and bilingual questionnaire designed by Cohen, Oxford and Chi (2005) known as Language Strategy Use Inventory. Forty items were analyzed and they comprised of the four skills tested in MUET which is listening, speaking, reading and writing. Data were analyzed by performing frequency analysis. The findings revealed that the listening skill is the most frequently used, while the writing skill is the least frequently used. Only the listening skill has high frequency of use, while the reading, speaking and writing skills fall under the range of moderate frequency of use. There were variations in responses with regard to the use of LLS among Form Six students in secondary schools. The findings had practical implications. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01