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Physical Sciences › Computer Science › Information Systems
Language Learning Strategies Used by ESL Undergraduate Students
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Overview
Paper Summary
Conflicts of Interest
Identified Weaknesses
Rating Explanation
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Paper Summary
Paperzilla title
Malaysian Freshmen Love to Chat: Metacognitive and Social Strategies Rule English Learning!
The study found that Malaysian freshmen at a private university preferred metacognitive and social strategies for learning English, while using affective strategies less frequently. Students reported paying attention to spoken English, noticing their mistakes, and asking questions as key strategies.
Possible Conflicts of Interest
The authors acknowledge funding from the Ministry of Higher Education Malaysia and Universiti Kebangsaan Malaysia, but no specific conflicts of interest are declared.
Identified Weaknesses
Self-reported data
The study relies heavily on self-reported data from a questionnaire, which can be subject to biases such as social desirability bias and recall bias. Students may not accurately represent their actual strategy use.
Limited generalizability
The study focuses on a single private university in Malaysia, limiting the generalizability of the findings to other contexts, including other universities, other countries, and different age groups. The cultural context of Malaysia may influence language learning strategies, making it difficult to apply the findings universally.
Cross-sectional design
The cross-sectional design captures a single point in time, preventing any conclusions about the development or changes in language learning strategies over time. A longitudinal study would provide more valuable insights into the dynamic nature of strategy use.
Lack of causal analysis
While descriptive statistics provide information on strategy use, they don't establish causal relationships between strategy use and language proficiency. The study does not measure the effectiveness of the strategies used, which is crucial for determining their impact on language learning outcomes.
Rating Explanation
This study provides descriptive insights into language learning strategy use among a specific student population. However, methodological limitations such as self-reported data, limited generalizability, cross-sectional design, and lack of causal analysis constrain the impact and broader applicability of the findings. Therefore, it receives a rating of 3, reflecting an average study with several limitations.
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File Information
Original Title:
Language Learning Strategies Used by ESL Undergraduate Students
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July 14, 2025 at 06:46 AM
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