Author(s)

Dalila Ayu Adan, Harwati Hashim^*

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.

Language Learning Strategies (LLSs) are important in learning a language especially in learning second and foreign language. Many studies on LLSs have been conducted by scholars around the world that prove the significant impact of employing LLSs in acquiring a second language. In Malaysia, English is regarded as a second language and learnt formally in school as an academic subject from 7 to 17 years old. This paper aims to investigate LLSs used by ESL learners who are artistically talented in an art school. This study is a survey and the data were gathered by administering the Strategy Inventory Language Learning (SILL) questionnaire by Oxford (1990). The questionnaire was given to 77 pupils who are 16 and 17 years old. They study in an art school in Malaysia and they have different talents in arts. They are considered as artistically talented to be enrolled in art school. The data were analysed descriptively. The finding shows that the most employed LLSs by art school ESL learners areMetacognitive Strategy and the least employed LLSs are Compensation Strategy. Most ESL learners in Malaysia are very dependent on teachers and have difficulty in achieving a certain level of fluency. They are not aware of their self-ability to govern self-learning. That is why LLS is very important as it effectively improves learners’ proficiency in acquiring the second language. Both teachers and pupils need to be aware of the learners’ ability and preference in choosing suitable LLSs. Since most of the previous researches focus on successful and good language learner, more studies need to be carried out to help and guide less successful learners to be at the same par as a good language learner.

ESL (English as a Second Language), ESL Learners, Language Learning Strategies, Artistically Talented Students, Art School

Adan, D. and Hashim, H. (2021) Language Learning Strategies Used by Art School ESL Learners. Creative Education, 12, 653-665. doi: 10.4236/ce.2021.123045.