1.

INTRODUCTION

1.1. LANGUAGE LEARNING STRATEGY

In Malaysia, most teacher-training education places great emphasise on teaching

strategies. At the same time, less focus is placed on teaching language-learning strategies.
This prohibits the optimisation of many learning methods introduced by Ministry of Education
such as blended learning, 21st century learning, and smart classroom in order to uphold the
nation’s standard of education. The introduced strategies were often conceived as teaching
strategies used by teachers instead of propagating the language learning strategies to be
used by the learners. This view is clearly reflected by various conducted researches on
introduced learning- strategies where the researchers interpreted them as teaching
strategies such as in Azizan (2010), Zakaria & Iksan (2007), Pandian (2002), and Hiew
(2012).Thus, a deeper understanding of language learning strategies is needed in order to
optimise the introduced methods.

In simpler term, language-learning strategies can be defined as determined actions

which are sometimes accompanied by observable behaviours used by learners to guide or
support their second or foreign language learning. It is purposeful, fully or partially conscious
mental actions where the learners use in order to achieve their second or even foreign
language learning goals. The commons goals are overcoming a language learning barrier,
accomplishing second language learning tasks, enhancing long-term second language
proficiency and developing one’s ability to regulate his or her learning (R. L. Oxford 2018).
Various language learning strategy model were developed. One of them is Oxford Language
Learning Strategies Model R. Oxford (1994) which was selected as the model in developing
Learning to Learn Module.

1.2. OXFORD’S LANGUAGE LEARNING STRATEGY MODEL

1.2.1. LANGUAGE TASK WITHOUT INSTRUCTIONAL CLUES

The Oxford Language Learning Strategy Model begins with letting the learners on
completing a language task without any instructional clues. Instead of providing learners with
learning strategies at the beginning of the learning session, this is done to enable learners
explore and decide whether they already have any learning strategies that suit them or not.
Apart from that, Richards & Renandya (2008) supported the statement as they believed
second language learners are capable in stretching beyond their learning style to use a
variety of valuable second language-learning strategies and move beyond their normal
learning strategies. R. L. Oxford (2003) added, it is imprudent to think that a single
language-learning strategies could suit an entire class which a big range of learning
preferences. Thus, instead of selecting and providing, thus limiting the learners with one
learning strategies at the beginning of the learning, it would be better to employ method
where learners are required to complete a language task without an instructional instructions.

1.2.2. SUGGEST HELPFUL STRATEGIES

When the learners are facing issues or difficulties in learning the second language,
the teacher steps in by giving suggestions of helpful learning strategies that are suitable for
them to achieve their learning goals. This second step in Oxford’s Language Learning Model
is appropriate for the current Malaysian second language learners where learners are
encouraged to select strategies appropriate to their own stage of learning, personality, age,
goals of learning (Oxford & Nyikos 1989). When suggesting and demonstrating other helpful
strategies, teachers need to mention the need for greater self-direction and expected
benefits to ensure that the students are aware of the rationale for strategy use (Liu 2010).
This is to encourage the autonomous learning in second language. The autonomous
language learner are able to be responsible for the totality of his or learning (Holec & Council
of Europe. 1981). It also discourage total dependency on the teacher when learning second
or foreign language.

1.2.3. TIME TO PRACTICE NEW STRATEGIES

Every learning process requires a manner or a strategy to be adapted in order to

achieve the main purpose of learning. Among the important things in the process of learning
are ‘what’ to use for learning and ‘how’ to use it (Oxford 1990). In the third steps of the
Oxford (1990) stated that it allow learners plenty of time to practice the new strategies with
language tasks and show how the strategies can be transferred to other tasks. Successful
learners often use metacognitive strategies such as organizing, evaluating, and planning
their learning. Use of these behaviours along with cognitive strategies such as analysing,
reasoning, transferring information, taking notes and summarizing might be considered part
of any truly effective learning (Brown, Bransford, Ferrara, Campione, 1983). Thus, it is
important to give plenty of time for the learners to practice and applying the new things.
 1.2.4. PRACTICE WITH NEW TASKS AND ALLOW TO MAKE CHOICES

Learning styles are general approaches to language learning, while learning

strategies are specific ways to deal with language tasks in particular contexts (Cohen,
2003, Oxford, 2003). Instead of providing learners with limited tasks to be followed, this is
done to enable learners to explore the new tasks given and make the choices by themselves.
Verbal protocols have been used extensively in reading research in first language contexts,
where they have provided insights not only into reading comprehension processes but also
into learners’ affective and motivational states (Afflerbach 2000). It is to discover the
learners’ current learning strategies before beginning to teach learning strategies. For
example, teachers can ask students to complete a language task, and then lead a classroom
discussion about how students completed the task and point out the learning strategies that
students mention. This will help learners to practice the task and make the choices by
themselves.

1.2.5. EVALUATE THE SUCCESS OF STRATEGY

The last step in Oxford Language Learning Strategy Model (1990) is to help students
understand how to evaluate the success of their strategy use and to gauge their progress as
more responsible and self-directed learners. A given strategy is neither good nor bad and it
is essentially neutral until the context of its use is thoroughly considered. A strategy is useful
if the strategy relates well to the degree or another and the student employs the strategy
effectively and links it with other enjoyable, ore self-directed, more effective, and more
transferable to new situations (Oxford, 1990). Learning strategies can also enable students
to become more independent, autonomous, lifelong learners. (Allwright, 1990; Little, 1991).
Yet students are not always aware of the power of consciously using L2 learning strategies
for making learning quicker and more effective (Nyikos & Oxford, 1993). Thus, skilled
teachers may help their students in order to develop an awareness of learning strategies and
enable them to use a wider range of appropriate strategies.
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