The language learning strategies used to develop English communicative competence among university students / Nurul Hidayah Rozlan
English proficiency level among Malaysian students has declined in spite of English being made the compulsory subject in all primary and secondary schools curriculum. The Ministry of Education (2000) states that the curriculum “'aims to extend learners’ English proficiency in order to meet t...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2013
|
| Subjects: | |
| Online Access: | http://ir.uitm.edu.my/id/eprint/14937/ http://ir.uitm.edu.my/id/eprint/14937/1/TM_NURUL%20HIDAYAH%20ROZLAN%20ED%2013_5.PDF |
| Summary: | English proficiency level among Malaysian students has declined in spite of English being made
the compulsory subject in all primary and secondary schools curriculum. The Ministry of
Education (2000) states that the curriculum “'aims to extend learners’ English proficiency in
order to meet their needs to use English in certain situations in everyday life, for knowledge
acquisition, and future workplace need." However, many students complain that they understand
the language but are not confident enough to converse using English language. The main purpose
of this study is to provide significant findings related to the language learning strategies in
developing competent English speaking skills. This study will focus on the use of speaking
strategies by university students to acquire English speaking fluency and proficiency. Ten
Semester Three students from the Faculty of Public Administration were selected and responded
to the study. A qualitative research method was used to analyze the data. The results showed that
the students use various language learning strategies in order to make themselves
communicatively competent in using English. The results also showed that students need to have
a high motivation level to learn, acquire and master the English language. The implications and
recommendations of the study are also discussed. |
|---|