Exploring the Correlation of Learning Strategies in English Language Proficiency

Siti Syairah Fakhruddin; Jacinta Ann Xavier Belaman; Nabila Eizati Komarudin; Siti Fauziana Zakaria

Siti Syairah Fakhruddin UiTM, SHAH ALAM
Jacinta Ann Xavier Belaman Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Malaysia http://orcid.org/0000-0003-0510-2391
Nabila Eizati Komarudin Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Malaysia http://orcid.org/0000-0002-9565-1281
Siti Fauziana Zakaria Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Malaysia http://orcid.org/0000-0001-5313-3577

Abstract

This study explores the correlation of learning strategies among Malaysian undergraduates in learning the English language. Recognizing the pivotal role of effective learning strategies in language acquisition, the research aims to identify how cognitive, metacognitive, and resource management strategies impact students' English proficiency. Employing a quantitative survey method, the research involves 221 participants from various faculties. The survey instrument consists of four sections: demographic profiles, cognitive components, metacognitive self-regulation, and resource management. The findings reveal significant correlations among these learning strategies, indicating their collective influence on language proficiency. Specifically, metacognitive self-regulation and cognitive components show the strongest positive correlation, suggesting that students who plan, monitor, and evaluate their learning processes achieve better cognitive engagement and language outcomes. Additionally, effective resource management is crucial in supporting cognitive learning activities. These results imply that integrating a variety of learning strategies into educational programs can enhance students' engagement and effectiveness in learning English. The study highlights the need for teacher training in diverse learning strategies and the creation of student-centered learning environments that encourage self-regulation and the efficient use of learning resources. Future research should consider longitudinal studies to explore the long-term impacts of these strategies and examine their effectiveness across different educational contexts and age groups.

Author Biographies

Jacinta Ann Xavier Belaman, Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Malaysia

Siti Syairah Fakhruddin graduated with a Master’s degree in English as a Second Language (ESL). She has been teaching for approximately 2 years. Currently teaching at Universiti Teknologi MARA, Shah Alam, her research interests include English as a Second Language, Corpus Linguistics and Sociolinguistics.

Nabila Eizati Komarudin, Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Malaysia

Nabila Eizati Komarudin has been teaching English for more than 5 years. She graduated with a Master’s degree in English as a Second Language (TESL). Her research interests include ESL, methodology in teaching and reflective practice.

Siti Fauziana Zakaria, Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Malaysia

Siti Fauziana Zakaria has been teaching English for 15 years. She also has experience in giving trainings and workshops revolving around language and communication. Her research interests include ESL, teaching literature and teaching oral presentations.

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