THE USE OF LANGUAGE LEARNING STRATEGIES BY ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS IN IMPROVING THEIR ONLINE LEARNING EXPERIENCE AMIDST THE COVID-19 PANDEMIC

1.0   INTRODUCTION

1.1         Background of the Study

COVID-19 pandemic has led to the closure of schools and universities around the world, impacting millions of language students and teachers. Prior to the virus outbreak, online language teaching and learning were merely viewed as an option in Malaysia. But with the Movement Control Order (MCO) extended for months, in order to ensure that education continues as well as to ensure the safety of all people, it has now become a necessity. Language teachers and learners have been prompted to teach and learn languages online on a global scale. Though the integration of technology into language education has been advancing for years and has been taken up by many in well-resourced contexts, for the first time thousands of language teachers and learners are relying on the internet as the only medium for teaching and learning languages. However, by using this medium, there are various challenges that can make it seem a little inconvenient for both learners and educators. Some of them may be not prepared for the challenge of teaching and learning languages online, and they may not be well supported by their local infrastructure (e.g. internet availability) and resources. In addition, there is concern that this sudden, widespread and massively expanded use of online technology may intensify the effect of inequitable access to infrastructure and resources for the teaching and learning of languages online.

In second language learning, attention needs to be given on learner background knowledge since it determines the learning efficiency. Appropriate learning strategies need to be employed by learners in an online learning environment to help them control and manage their own language learning in almost independent learning settings, freedom in time, place, access to resources, and material choices. In language learning, the use of appropriate learning strategy assists a learner to learn more effectively and proficiently. Oxford (1990) states that learning strategy can be defined as deliberate effort or attempt taken by a learner to solve learning difficulties during the process of learning. Therefore, it is important for language learners to use suitable learning strategies to develop their learning skills and improve their efficiency in learning (Anderson, 2002; Anderson, 2003; Carrell, 1998; Chamot, 2005; O’Malley & Chamot, 1990; Oxford, 1990).

One of the most prominent figures on language learning strategies, Oxford (1990) classifies learning strategies into six main categories. Cognitive strategies facilitate the learner to use the language material in direct ways in which learners utilize strategies such as analyzing, note-taking, summarizing, synthesizing, outlining, and reorganizing information to improve their learning efficiency. A study by U¨ nal et al. (2011) on the use of language learning strategies by university students learning English found that  memory, cognitive and affective strategies were necessary for language learners. Metacognitive strategies consist of identifying one’s own learning needs, planning, organizing, arranging, monitoring and evaluating the learning process. Various studies conducted in different countries proved that metacognitive strategies directly influenced foreign and second language proficiency. Memory-related strategies help learners to learn and retrieve information in an orderly manner via acronyms, rhyming, images, the keyword method, body movement, mechanical means and location. Compensation strategies help the learner make up for missing knowledge such as guessing from the context in listening and reading, using synonyms, gestures or pause words. Affective strategies involve strategies such as controlling anxiety level, feelings, rewarding, encouraging and relaxing. Social strategies help the learner work with others, such as asking questions, asking for help and the desire to learn about other cultures (Oxford, 1996). According to Oxford (1990), the first three subscales (i.e. memory, cognitive and compensation) are direct strategies in that they ‘require mental processing of the language’ and so ‘directly involve the target language’. In contrast, the last three subscales (i.e. metacognitive, affective and social) are indirect strategies because they ‘provide indirect support for language learning through focusing, planning, evaluating, seeking opportunities, controlling anxiety, increasing cooperation and empathy and other means’.

Accordingly, this study was conducted to examine the level of language learning strategies used by English as a Second Language (ESL) learners in online learning, and the relationship between ESL learners’ language learning strategies and their online learning experience. Relevant studies and classifications of LLS are addressed in this study but Rebecca Oxford’s work (1990) will be specifically discussed as she introduced the  Strategy Inventory for Language Learning (SILL).

1.2    Problem Statement

Currently worldwide, the education sector is facing a huge impact as a result of COVID-19 pandemic. To ensure that learning continues, private colleges and universities have switched to online learning modes in order to minimize the spread of COVID-19. This shift has been occurring in all fields of education, including English language learning. Due to the changes in the way of teaching and the assessment process, this has generated several challenges and opportunities for both language teachers and learners. Even though online learning itself is not new and has been around for a long time in Malaysia, some believe that the unplanned and rapid move to online learning – with no training, insufficient bandwidth, and little preparation – will result in a poor user experience that is unconducive for both learners and educators. In order to cope with these challenges, online language learners require new kinds of skills, motivation and commitment to work effectively in a learning setting that is largely new and unfamiliar to them. In the absence of a classroom environment with regular, paced directives from the teacher, online language learners have to give attention to establishing their own set of learning behaviours and to shaping and managing the course of their learning. Thus, this is likely to have a direct impact on their development and use of learning strategies. Therefore, this paper aims to extend knowledge of the learning strategies used by ESL learners in online learning environment.

1.3    Significance of the study

Due to the changes in the education landscape by COVID-19 and MCO, this study aims to contribute to the research on ESL learners’ online language learning strategies in Malaysia. Few studies have examined ESL learners’ learning strategies in learning English, however, little research has been conducted to discover what strategies and skills that second language learners are able to use or need to develop while engaged in online learning activities. Attempting to fill the research gap, this study set out to investigate what kinds of learning strategies that learners are capable of using when learning English online. This research also intends to fill in the research gap by conducting a study on a specific group of people, which is ESL learners in Malaysia. With the findings, the study contributes to increase the understanding of second language teachers on learning strategies and skills that learners tend to use more often and what they would otherwise use less frequently when learning English language in the online environment. It is also expected that the findings of this study would add some new information and knowledge about online language learning strategies employed by ESL learners in Malaysia.

1.4         Limitations of the study

The sample of participants in this research study was derived from undergraduate students of English for International Communication enrolled in Kulliyyah of Languages and Management (KLM) at International Islamic University Malaysia (IIUM). Therefore, the sample of participants in this study was limited in terms of courses and experience in online learning. None, for example, were derived from language students at Universiti Teknologi MARA (UITM). It is quite possible that UITM students may perceive online learning differently and the language learning strategies used by them also may be different when compared to IIUM students. Therefore, findings from these participants, who all came from the same faculty at a university, might

be enough for generalization.

1.5         Research Objectives and Research Questions

2.0  LITERATURE REVIEW

2.1   Language Learning Strategies in Online Learning

Definitions of language learning strategies give insight on what students say and do throughout language learning. In this context, Faerch Claus and Casper (1983) defined the term of the learning strategy as an attempt to build linguistic and sociolinguistic competence in the target language. Meanwhile, Wenden and Rubin (1987) have defined them as any collection of procedures, actions, schedules, routines used by the learner to enhance the collecting, storing, retrieval and use of information. Shortly afterward, Cohen (1990) claimed that learning strategies are consciously selected processes by learners which may result in acts taken to strengthen the learning or use of a second or foreign language through the preparation, retrieval, recall and use of language knowledge. According to Oxford (1990), learning strategies can be divided into two groups,  which are direct strategies and indirect strategies, and there are three types of learning strategies for each group. First, direct strategies help learners to learn the target language directly, while indirect strategies help learners to support and manage language learning without directly involving the target language. Direct strategies are categorized into memory, cognitive, and compensation strategies. On the other hand, indirect strategies are divided into metacognitive, affective and social strategies. Hence in this chapter, we are going to look deeper into these six strategies.

2.1.2 Direct Strategies

The first strategy which is categorised under this group is memory strategies. Memory strategies are used by learners in online classes when they start to use these strategies by creating mental linkage, applying images and sounds, reviewing, as well as employing the action to remember the input that they received throughout the online classes. Oxford (1990) talks about memory strategies in terms of inputting information into long-term memory and retrieving information when needed for communication. In the context of online learning, ESL learners who use this memory-related strategies learn,retrieve the information in an orderly manner through acronyms, rhyming, remembering words, perhaps images, that they see and learn especially in learning other languages aside from their mother-tongue. In online learning , ESL learners use these strategies throughout the lesson to remember the variety of facts and ideas they need to retain. Another study by Cohen (1985), he mentioned that memory strategies, is a technique that can be used to learn and acquire new knowledge. For example, in online classes, mostly ESL learners used these strategies to remember and recall information. Some of these include memorization, outlining important points, and chunking while in the lesson. These techniques can be individualized for a specific learner or for the nature of the subject being studied. Thus by past findings, it indicates there is a positive relationship between memory strategies and ESL’s online learning experience.

Sequently, cognitive strategies are known as methods for achieving goals, such as tackling an issue or understanding what is being studied and it is related to human thinking. According to Oxford (1990), “cognitive techniques are used to understand the target language as it includes simple ways of learning, receiving, transmitting messages, evaluating and constructing input and output structures.” Similar to Van Dijk & Kintsch (1983), they found out that cognitive approaches are closely related to attention and problem-solving. In an online learning environment, ESL learners who used this technique have a clear objective to be met, as well as a solution to the problem, and there may be different mental steps involved. Other than that, the use of cognitive techniques in online learning can be assessed by having class discussion, collecting teaching notes, performing tutorial exercises, using teaching materials in the form of maps, using PowerPoint slides, providing accurate examples, providing project / problem oriented learning, giving questions which answers are in the form of explanations or descriptions (Kasilingam , 2014). According to Bloom (2011), cognitive strategies are considered to be important in language learning and are documented to be the most well-known strategies among language learners. Learners should also take advantage of this technique as well as it represents the individual’s ability to use cognitive techniques effectively to set goals, sustain motivation and promote a positive learning attitude (Weinstein, Schulte, & Palmer, 1987). Based on past research, it shows that there is a positive relationship between cognitive strategies and ESL learners’ online learning experience.

Next, compensation strategies may be defined as strategies used by learners to enable them to use language for compensation or output given potential limitations in knowledge. “They are intended to compensate for a lack of selection of linguistic uses and lexicons and act as automatic fillers in language learning when knowledge gaps occur” (Oxford, 1990). Oxford (1990) also mentioned in his paper that compensation strategies are used by ESL  learners when they have difficulty speaking or writing. These strategies are divided into two groups which are guessing intelligently and overcoming limitations in speaking and writing. Throughout online learning, compensatory strategies can be classified from guessing the context in listening and reading as well as using synonyms and “talking around” the missing word to help to speak and writing; and entirely for talking and utilizing motions or delay words (Cohen,1998). Also, compensatory strategies help ESL learners to overcome limitations that are connected with the knowledge of the target language in all four language skills and at all levels of language competence. ESL learners will utilize this strategy if they overcome any difficulties throughout the online learning and in order to cope with any problems that are faced by them. According to the various studies by the past researchers, it indicates that there is a positive relationship between compensation strategies and ESL learners’ online learning experience.

2.1.3 Indirect Strategies

On the other hand, for indirect strategies, metacognitive approaches are to define one’s own learning needs, schedule, coordinate, coordinate, track and assess the learning process. (Oxford and Dreyer, 1996). In an online learning environment, processes such as planning the learning process take place when ESL learners start preparing, arranging, gathering and organizing materials, establishing a learning space and evaluating the progress of each type of learning strategy. This shows that metacognitive strategies are extremely important because, according to research by Chamot (1987), “online learning learners use these techniques to reduce the negative effect on their studies from factors such as lack of time, lack of energy available for training, and separation from tutors and other learners.” Across a variety of language learning studies , learners have used metacognitive methods rather than others to implement this approach. According to White (1995), through online learning or known as distance learners, they often used metacognitive techniques plus managed to overcome the potentially negative effects of an isolated sense of language learning through developing and applying their self-knowledge as language learners. In consequence, it shows that there is a positive relationship between metacognitive strategies and ESL learners’ online learning experience.

Next, affective strategies are known as strategies that help to create and maintain the emotional stability of learners throughout the learning process. Oxford (1990),  applies them to feelings, behaviours, motivation and values. Affective approaches are all about the thoughts and emotions of learners during the online learning process. As Kasilingam (2014) has written, in an online learning environment, it plays with the student’s ability to take part in the classroom, assess what has been learned, give lessons and apply them to their lives. He also mentioned that there are levels of affective strategies such as receiving (desire to listen), responding, assessing (desire to be involved), organizing (desire to be an idea maker). In this process , ESL learners need to be conscious of what is being done, how it is done, and how they feel during the process. The results can vary from learners who are fully motivated and can control their learning from an emotional point of view that contradicts from learners who do not know how to control emotions when a task goes wrong or feel nervous when they have to speak a language that is not their mother tongue. Another study by Gardner (1985) has indicated that the combined attitude or motivation factor greatly affects whether the learner loses or retains language skills after language training is finished. Another research by Naiman (1978 ) found that tolerance for uncertainty is one of the two factors predicting success in language learning. Thus, affective strategies are said to be the techniques that language learners use to control their emotions when learning a language. Therefore, the past studies support the idea whereby there is a positive relationship between affective strategies and ESL learners’ online learning experience.

Last but not least, Oxford defines social strategies as follows: “Language is a form of social behaviour; it is communication and communication between and between people. Language learning involves other people, and appropriate social strategies are very important in this process. In the context of online learning, this process has taken place as ESL learners started to initiate or make some effort by asking their lecturers or friends to learn the language of their tasks. In fact, during online learning, in order to enhance their knowledge and understanding, learners can ask questions for evidence, ask for clarification of a confusing topic, and provide some kind of contact between the two parties or more. Oxford also stated that a successful learner uses more social techniques than a bad one. As stated in the paper, social strategies are consistent with the social acts that the student undertakes in order to better understand and study the second language (Oxford, 1996). It is imperative for language learners to collaborate with peers and with more active learners of the target language. Studies by Sharan (1985) and Dansereau (1988) have shown that cooperative learning has the following important effects which increases confidence and enjoyment as well as increases and accelerates achievement. Therefore, social strategies are very important in the online language learning process. Thus, there is a positive relationship between social strategies and Esl learners’ online learning experience.

2.2   Online Language Learning Experience

Speaking about online learning experience, there are so many factors for the preference in terms of distance education setting for language learning. One of the reasons is through online learning, it enables learners to engage in interactive activities and interact effectively with tutors or even other learners. The learners also can watch the recorded classes or videos if they miss a class or if they want to watch the class again in order to revise the subjects. Despite these benefits, certain difficulties may occur in distance learning environments, such as students attitudes towards online learning, computer anxieties, lack of consistent administrative support for students and others.To tackle the problems that are faced by the learners, hence recent research has shown that the use of efficient and appropriate online learning strategies by learners has contributed in sense of improving online learning language efficiently and help learners to cope with their study. According to Hall (2009), by using learning strategies in online learning class, it really helps the  learners or students to understand information and solve problems efficiently. Besides, learning strategies focuses on getting students to be more engaged by teaching them how to learn and how to apply the knowledge that they have learned in order to learn efficiently. Several research studies by Anderson (2005) and Thaman (2013) show that learning strategies enhance the effectiveness of their online learning such as increasing their knowledge, critical thinking and problem-solving skills, as well as creating positive attitudes towards learning in comparison to traditional lecture-based delivery.

3.0  METHODOLOGY

3.1    Research Design

The research design adopted for this study is a descriptive research design based on a quantitative approach. Quantitative data was collected using the survey method to collect information from the students of English for International Communication (ENCOM), Kulliyyah of Languages and Management (KLM), International Islamic University Malaysia (IIUM), Pagoh campus. Besides, descriptive statistics was employed for the exploration of the statistical data of language learning strategies to obtain a better understanding and as a means of predicting future behaviour.

3.2 Population and Sample

The target population for this study comprised university students of Malaysia. The sample of this study consisted of undergraduate students of English for International Communication (ENCOM), Kulliyyah of Languages and Management (KLM), International Islamic University Malaysia (IIUM), Pagoh campus. The selection criteria for inclusion will be selected based on the programme of study as it is related to the research that will be investigated. These criteria will be laid out on the demographic form that will be included.

3.3 Research Sampling

In this study, a non-probability purposive sampling technique was used to collect a total of 60 responses from ENCOM, KLM, IIUM students . A purposive sampling technique was used in this study to recruit people to the survey who had the most experience in learning English. Certain steps were taken to ensure that the participants were selected to represent the various dimensions that are significant to the study, especially in terms of language learning strategies used in online learning environments.

3.4 Research Instrument

The method of data collection used in this study was the survey method. A standardised questionnaire consisting of 67 questions was utilized to get the desired information from the students. The questionnaire was adopted from previously published research which included existing scales used by the previous researchers. There are many types of questions used in the questionnaire such as multiple choice questions and Likert scale questions. The questionnaire was separated into three sections.  The first section included questions to elicit information on the demographic profile of the participants. This section consisted of 4 questions. The second section was used to gather information pertaining to our independent variable, which is language learning strategies. There are 50 questions related to language learning strategies on participants’ online learning experience, which are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies in this section. The third section was on the participants’ online learning experience. A total of 13 questions were asked in this section. A five-point Likert scale, started with strongly disagree (1) and ended with strongly agree (5) was used to determine all scaled answers. The designed questionnaire was submitted to the project supervisor for vetting, correction and approval before distributing it to the respondents.

3.5 Data Collection Method

The data for this study were collected from undergraduates of ENCOM, KLM, IIUM, Pagoh campus. To   collect   the   data   about   the students  learning  strategies,  the  research instrument used  by  the  researcher  was  the Oxford’s Strategy Inventory for Language Learning(SILL)   questionnaire version 7.0.  SILL version  7.0  containing  50 questions  were  geared  to  the  students  of English  as  a  secondor  foreign  language.The decision  to use  the  SILL   for strategy  questionnaires  was  made  because it  was  structured surveys  which  make  it easier  to  diagnose  learning  strategies  of participants  in  a  limited time  frame.  Also, it  was  a  structured  survey  based  on  the strategy  system.  Moreover,  the language was very simplified and could discover the type  and  frequency  of  language learning strategies  generated  by  second  language learners.

3.5 Data Analysis Procedures

Since the research design of this study  is quantitative  which associates with large scale with correlation research and is shown by numerical   data, the Statistical Package for the Social Sciences (SPSS) for Microsoft   Windows   16.0   was   used   to complete the analysis of the collected data. SPSS program was used to  calculate  the  descriptive  statistics  that was average  score  of  language  learning strategies  and  the  inferential  statistics  that was   the correlation   between   language learning strategies and English proficiency. The  descriptive  statistics  are the method of the data analysis for the first research questions: “What is the level of language  learning  strategies used by ESL learners?”  This method  is  used  to  analyze  the  degree  of language learning strategies.

Pearson Product-Moment correlations are used to examine the second   research   question: “What are the relationships between language  learning  strategies used by ESL learners and  their online learning experience?”. To  analyze  the  data  gathered from the SILL questionnaires, the following procedures will be conducted. First, 50 SILL questionnaire results   will be calculated to find out  the mean score in order to identify the rank of the use of each category  of  language  learning  strategies. Next, the mean score will be interpreted based on Oxford’s guidelines to  examine  the first  research objective  related  to  the level of language learning strategies used by ESL learners. The  correlation  between two variables namely language learning strategies and online learning experience will be calculated using Pearson-Product Moment Correlation. The  score   of   correlation coefficient was interpreted  based     on     guidelines     of interpretation  of  correlation  coefficient.  It was  used  to  examine  the  second research objective related  to  the  relationship between  language  learning strategies  and online learning experience.

4.0  FINDINGS AND DISCUSSION

4.1   Findings

4.1.1 Survey Return Rate

In this study, a total of 60 questionnaires were distributed in Google Forms through Whatsapp groups to reach the ENCOM students of KLM, IIUM. The process for distributing and collecting the questionnaires took 15 days from 24 June 2020 to 7 July 2020. A total of 60 questionnaires were answered which makes the response rate of 100%.

Table 4: Rate of survey return (n=60)

4.1.2 Demographic Background of Respondents

The information obtained regarding the demographic background of respondents is described in this section. Frequency and percentage were used to describe the background of respondents. The profile of respondents was made based on gender, student status, year of study and online learning challenges.

Table 5: Respondents’ demographic profile

Table 5 indicates the demographic of the respondents. Based on the findings above, 43 representing 71.7 percent of the respondents are female and the remaining 17 respondents representing 28.3 percent are male.  The general proportion of female students was more than male students.

From the result, all of the participants who completed the survey which represents 100 percent, are domestic students.

As for the year of study, most of the respondents who answered the survey were third year students while the least were fourth year students. The distribution of respondents with regard to the year of study as follows: 38 (63.3%) of the respondents were third-year students, 11 (18.3%) were first years, 8 (13.3%) were second years and 3 (5.0 %) were fourth-year students.

The last question in the demographic section was utilized to identify the online learning challenges faced by the participants in learning English online. Results show that most of the participants (50%) have limited time to study English after class due to over commitment to multiple responsibilities. 36.7 percent of the participants were facing distraction because of connectivity problems. The rest of the participants had a  negative attitude towards learning English online since it will not contribute to good scores in examination and stated that there are limited online learning resources to support their English study.

4.1.3 Reliability of Actual Study

The Cronbach’s alpha coefficients ranged from a high of 0.760 to a high of 0.919. Results indicated that all of the independent variables had Cronbach’s alpha that exceeded the test value of 0.60. For our independent variables, the result of this study shows a high reliability for all variables, which are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. The value of Cronbach’s alpha for memory strategies is 0.817, cognitive strategies 0.879, compensation strategies 0.760, metacognitive strategies 0.906, affective strategies 0.825 and social strategies 0.832. For our dependent variable, the Cronbach’s Alpha for online learning experience is 0.919.

4.1.4 The Level of Language Learning Strategies Application of the Students

This section aims to determine the level of language learning strategies used by the students in online learning. The items in this section consisted of 63 questions and were scaled based on the five Likert Scale using a scale of 1 to 5 (strongly disagree to strongly agree). In addition, the interpretation of mean score of each category of language learning was made based on the Scoring Description of SILL Version 7.0 (Oxford, 1990). The minimum-maximum scores are divided by three ranges of score which are high, medium, and low. For that reason, the results will be depicted using the range as below:

Based  on  the  result  of  the  questionnaire  that  had  been  collected,  the result of  language  learning  strategies used by the students of ENCOM, KLM, IIUM is shown in Table 6 which

on the mean and standard deviation.

Table 6: Descriptive Statistics Result for Language Learning Strategies Use

According to the results, the participants reported on using all the six categories of language learning strategies. The respondents were found to be high users of language learning strategies in online learning context. Metacognitive strategies were the strategies that are most frequently used  with the mean score of 3.90. According to Oxford’s scoring description of SILL version 7.0 for  interpreting the average language learning strategies score, the score falls into high level  of  use  since 3.90 (SD=0.64)  is in the range of 3.5 to 5.0. Thus, it means that metacognitive strategies are usually used by the students. The second rank is affective strategies with the mean score of 3.83 (SD=0.72). Then, cognitive  strategies are in the third rank with the mean score of 3.80 (SD=0.60). The fourth rank is social  strategies with the mean score of 3.79 (SD=0.67). Memory strategies are in the fifth rank with the mean score of 3.60 (SD=0.61). Respectively, compensation strategies with the mean score of 3.55 (SD=0.61) is in the last rank. Since all of the scores of metacognitive, affective, cognitive, social, memory, and compensation strategies are in the range of 2.5 to 3.4, they fall under high level of use which means that all these strategies are usually used by the students in online learning.

4.2   Discussion

This study aims to determine the level of language learning strategies used by ESL learners in improving their online learning experience. Based on the data collected, metacognitive strategies are the most frequently used by the students indicated  with the mean  score  of  3.90. The findings  of  high frequency use  of metacognitive strategies were consistent with the  studies on  English majors in China by Nisbet (2002), and Han and Lin (2000). Based on  Oxford’s  (1990)  criterion,  this  score falls under high level of use which means that these strategies are usually used by the students. This may be explained in relation to the nature of online learning that requires students to be more self-regulated and self-monitored. The high mean score of  the use of metacognitive strategies strongly suggested that students who are better aware of the use of this strategy will be able to achieve good learning outcomes (Settha, 2016). Students who employed self-monitoring strategies outperformed students who did not on both academic performance and motivational beliefs during online learning (Wei, 2018). The second rank is affective strategies with the mean score of 3.83. Then, cognitive  strategies are in the third rank with the mean score of 3.80, followed by social  strategies with the mean score of 3.79. Memory strategies are in the fifth rank with the mean score of 3.60. The last rank is compensation strategies with the mean score of 3.55. These findings are basically consistent with study by Dwita (2017), who found that the degree of compensation strategies used by the students is in the last rank with the mean score of 2.90. Although this strategies are placed in the last rank but it still falls under high level of use which means  that compensation  strategies are also usually used by the students of second language learning. Learning English online can encourage the  students  to  apply compensation strategies since  they allow the students to  produce both spoken  and written  expression  in  the new language without complete knowledge (Oxford, 1990). Therefore, the use of compensation strategies are useful to help the students in  using English despite their language limitations.

As has been mentioned previously, language learning strategies have been discussed in many studies during the last decades. It has been proved  that  they  have  a  significant share  in  acquiring  or  learning  a second language. Therefore,  all  of  these strategies should be introduced to the language learners to apply them in their learning process in order to improve their language potential appropriately, especially in the online learning environment. Of course, there are many studies which have resulted in different findings from the aforementioned studies in this paper. One possible explanation for the different findings found in the studies mentioned above and many others might be related to the context of learning situation, which could have a strong impact on the choice of language learning strategies by learners (Ghavamnia & Varnosfadrani, 2011).  Eventually,  the findings  of  this  research can  be  applied  and  taught  in  the  EFL  or ESL  classes  to  guide the language learners   in   eliminating   their   language learning problems in order to improve their language learning ability.

5.0  CONCLUSION AND RECOMMENDATIONS

5.1   Conclusion based on Research Objectives

Results of this study indicates that metacognitive strategies were the strategies that are most frequently used. By seeing these results, it can be said that ESL learners prefer the strategy that involves planning such as arranging, gathering, and organizing materials, establishing a learning space. By using this strategy, it will be easier for them to plan their study for each subject. Besides, affective strategies are placed in the second rank because the use of affective strategies can help the students to control emotion throughout the online learning process. On the third rank is cognitive strategies because the ESL learners prefer to transmit and receive the knowledge by being able to verbalize them which means that the learners practice or even talk to themselves in English, and in this process, there will involve some mental process. Besides, social strategies are in the fourth rank as it shows that ESL learners cooperate with other students and have some sort of interaction pertaining to their study. ESL learners also use this strategy by seeking help or have a consultation with the lectures to increase their understanding. After that, memory strategies are in the fifth rank as it indicates that ESL learners did not use this strategy as much as other strategies even though the mean for this strategies is still high. Lastly, compensation strategies are reported in the last rank but it still falls under high level of use which means that compensation  strategies are also usually used by the students of second language learning. These strategies are used to overcome any limitations in speaking and writing just by guessing the context.

Related to the relationship between language learning strategies and online learning experience, the strong positive correlation is revealed between language learning strategies shown by all these strategies (memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies) which are measured by higher scores for all these strategies. Hence, our research questions are answered and proven by the findings that show all the strategies are significantly correlated with an online learning experience. Based on this present study, it can be concluded that by using learning strategies it really helps students to overcome the difficulties in learning English online and coping with their study amidst the COVID-19 pandemic. The results also indicate that ESL learners really use the learning strategies in this new norm.

5.2   Limitations of the Study

Like any other research realm, the current study inevitably faced some limitations, such as the sample size of this study. This project paper will be better if the number of respondents is greater and the respondents come from different backgrounds. Means that this study should not only focus on ESL learners in IIUM Pagoh. This study should conduct widely to get more respondents from other university students in Malaysia but still in the context of ESL learners. Another limitation is the method and data collection process, as mentioned in the paper, our research is on the quantitative method and we collect the data through an online survey. Hence,  there might be dishonest answers or even the respondents have differences in understanding and interpretation of the questions. By conducting the research through this method, it is not sufficient enough to explore more on these issues. Moreover, by conducting research through this method, it is also lacking in a sense of validity and we can’t tell how truthful a respondent is being.

5.3   Recommendations

The current study represents a very small contribution to the field of language learning strategies. It is an attempt to investigate between ESL language learning strategies and online learning experiences. For future research, it would be better, if the researcher broadens the scope. For example, not just conducting research to investigate how they use these strategies or even what kind of strategies they use. Supposedly, the future researchers should do a research on other related factors such as what is the level of difficulties of online learning and how they use the strategies or even which strategies the language learners prefer to use according to the difficulty of the subjects which will be contributing more to the study. Besides, for future research, the sample size should be enlarged and includes other respondents from various background. By having wide-ranging sample sizes, it will be more optimal to receive more precise results for the study. When it comes to conducting a study, it is important to have a sufficient or bigger sample size in order to conclude a valid research result. In general, the larger the sample, the more precise the results will be. If the sample size is too small, it will be difficult to identify significant relationships or even to get accurate and realistic data.

Last but not least, future researches need to leverage other methods aside from quantitative to get more accurate and precise results. By using the qualitative method, the researchers are not bound by the limitations of quantitative methods. If responses don’t fit the researcher’s expectation, that’s equally useful qualitative data to add context and perhaps explain something which numbers alone are unable to reveal. It provides depth and detail as it looks deeper into the subjects. Qualitative research also provides a much more flexible approach and by using this approach it will reduce the chances of misinterpretation or misunderstanding of the question. As the qualitative method will be conducted through face to face interviews and it will be more insightful to the respondents or the researcher. This qualitative produces the thick or detailed description of participants’ feelings, opinions, and experiences; and interprets the meanings of their actions.