Assessing Malaysian Gifted Students’ Strategies in Language Learning

Abstract

Language learning strategies (LLS) are steps taken by learners not only to assist in language learning but also to achieve competency in the target language. This paper identifies the variation English language learning strategies used by Malaysian gifted students based on a Strategy Inventory Language Learning (SILL) questionnaire by Oxford (1990). It will also look at strategies used according to a students’ level of language proficiency and gender. Data were gathered using a survey questionnaire with 104 gifted students. The findings revealed that in terms of language proficiency, intermediate proficiency students employed more language learning strategies compare to high and low language proficiency students. Metacognitive strategies data indicated the most frequently employed strategies for all three groups. However, the rank of usage varies according to LLS category across the three groups. Both intermediate and low proficiency female students have more positive attitudes and make more effort to enhance their English language proficiency by employing more strategies.