Oral communication strategies among Malaysian L2 learners in oral communicative learning
Learners should consciously use their cognition system to control their performance in oral communication and to maintain their interactions with others. Hence, in order to achieve these goals, learners’ strategic competence can be developed by raising their awareness on specific oral communic...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2017
|
| Online Access: | http://psasir.upm.edu.my/id/eprint/67411/1/FBMK%202017%2041%20IR.pdf http://psasir.upm.edu.my/id/eprint/67411/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Learners should consciously use their cognition system to control their
performance in oral communication and to maintain their interactions with
others. Hence, in order to achieve these goals, learners’ strategic competence
can be developed by raising their awareness on specific oral communication
strategy use and encourage independent learning skills through metacognitive
strategies for future target language context. Therefore, this study involves
three phases whereby in the first phase, it focuses on investigating the different
learning strategies used by polytechnic students in Malaysia which provides a
baseline for decisions made to develop a training module in the second phase.
In the third phase, this study identifies the types of oral communication
strategies used by students and also examines to what degree do
metacognition strategies and oral communication strategies could be explicitly
taught to enhance oral communication abilities and confidence. Due to many
students still unaware of their learning strategies and the correct strategies
relevant to overcome breakdown in communication, this study aims to raise
learners’ awareness of strategies that might be used to solve communication
problems through the use of strategy embedded module; investigate how
communicative strategy training affect students speaking proficiency; and how
do learners perceive and use their strategies in class and beyond the
classroom for independent learning. This quasi experimental study uses
multiple method of data collection with two sets of questionnaires adapted from
Oxford’s Strategy Inventory Language Learning (SILL; 1990), Oral
Communication Strategy Inventory (OCSI) by Nakatani (2010), a pre and post
test oral communication test for the experimental and control group, as well as
a strategy diary. Data was triangulated qualitatively and tabulated
quantitatively using the SPSS version 22 software, Transana 3.01 and Atlas.ti
to analyse students’ performance and also used the independent sample t-test
and ANOVA to determine the impact of strategy training on the learners’discourse. The findings show positive results of communication strategies
used by learners such as fillers, asking for repetition, confirmation checks,
fluency-oriented, negotiation for meaning and accuracy-oriented strategies. In
addition, the strategy training had helped the learners to be more strategic
competent and improve on their performance in learning and communicating
in English. This study indicated that communication strategy could be used to
help learners to solve communication difficulties and enhance their confidence
during interactions with others. |
|---|