21ST-CENTURY LEARNING: UNDERSTANDING THE LANGUAGE LEARNING STRATEGIES WITH TECHNOLOGY LITERACY AMONG L2 LEARNERS

  • Zuraina Ali Centre for Modern Languages, Universiti Malaysia Pahang, 26600 Pekan, Pahang, Malaysia.

Abstract

Background and Purpose: The study concerns investigating the learning of English in the 21st-century when digital learning platforms were used in assigning writing activities to students. Specifically, the use of the media was related to the Language Learning Strategies (LLS), namely metacognitive, cognitive, and social strategies classified by O'Malley et al. (1985) with the learning in the 21st-century. 

 

Methodology: The study employed a qualitative research design to collect responses from 72 engineering students studying at a technical university on the East Coast of Malaysia. An open-ended questionnaire was used to collect the responses from the participants and was validated by the researcher's colleague. Reliability was also taken care of in that verbatim reporting was observed in writing the current study's findings. Data were analysed using codes and themes formulated before they were reported. 

 

Findings: The study found that students used metacognitive strategies to check their language in the writing tasks. It was evident that Grammarly, Quillbot, and Google translate, to name a few, were used to check their writing. It was also reported that they linked new information to visual concepts in terms of cognitive strategies. Specifically, they used deduction methods to ensure they understood the sentences they composed. For social strategy, digital platforms, namely WhatsApp, Google Meet, and Discord, were among the common platforms used by the students. The study confirmed that the students demonstrated strong technology literacy as they could use multi-digital platforms to complete the writing tasks.

 

Contributions: The study identifies the LLS employed by English as a Second Language (ESL) learners in 21st-century-learning. Also, it contributes to providing techniques that English practitioners can use in their writing classes.

 

Keywords: 21st-century learning, Language Learning Strategies (LLS), technology literacy.

 

Cite as: Ali, Z. (2022). 21st-century learning: Understanding the language learning strategies with technology literacy among L2 learners.  Journal of Nusantara Studies, 7(2), 202-220. http://dx.doi.org/10.24200/jonus.vol7iss2pp202-220

References

Ali, Z, Bakar, N., Ahmad, W., & Saputra, J. (2022). Evaluating the use of web-based games on students’ vocabulary retention. International Journal of Data and Network Science, 6(3), 711–720.

Ali, Z. (2022). Investigating the intrinsic motivation among second language learners in using digital learning platforms during the Covid-19 Pandemic. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges, 2(1), 437–452.

Al-Rawahi, L. S., & Al-Mekhlafi, A. M. (2015). The effect of online collaborative project-based learning on English as a foreign language learners’ language performance and attitudes. Learning and Teaching in Higher Education: Gulf Perspectives,
12(2), 74–91.

Chen, L., Wang, Y., & Rodway, C. (2021). Social strategy use in online Chinese learning. Computer Assisted Language Learning.

Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Rahman, N. S. A., & Kasim, S. (2019). Learning styles and teaching styles determine students’ academic performances. International Journal of Evaluation and Research in
Education, 8(4), 610–615.

Eaton, S. E. (2010). Global trends in language learning in the twenty-first century. Onate Press.

Habók, A., & Magyar, A. (2018). The effect of language learning strategies on proficiency, attitudes and school achievement. Frontiers in Psychology, 8(2358), 1-8.

Haukås, Å., Bjørke, C., & Dypedahl, M. (2018). Metacognition in language learning and teaching. Taylor & Francis.

Jamalai, M., & Krish, P. (2021). Fostering 21st century skills using an online discussion forum in an English for specific purpose course. Malaysian Journal of Learning and Instruction, 18(1), 219–240.

Koc, D. K., & Koc, S. E. (2016). Understanding learner autonomy through cognitive, metacognitive and social strategies used by English language learners in a computer-based classroom. Journal of Language Teaching and Learning, 6(2), 58–69.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century - Learning in the 21st century. Abc-Clio (Libary of Congress Cataloging).

Laal, M., Laal, M., & Kermanshahi, Z. K. (2012). 21st century learning; Learning in collaboration. Procedia - Social and Behavioral Sciences, 47(1), 1696–1701.

Lin, C.-H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113(1), 75–85.

Lipkin, M. C. (2018). 4 essential skills for media literacy. https://www.renaissance.com/2018/07/26/blog-4-essential-skills-media-literacy/

Nami, F., Marandi, S. S., & Sotoudehnama, E. (2018). Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations. ReCALL, 30(3), 375–398.

Noble, H., & Smith, J. (2018). Issues of validity and reliability in qualitative research. Journal of the Medical Library Association, 21(2), 102–108.

O’Malley, J. M., Chamot, A. U., Stewner‐Manzanares, G., Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21–46.

Rahimi, M., & Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153–1161.

Ranjan, R., Philominraj, A., & Saavedra, R. A. (2021). On the relationship between language learning strategies and language proficiency in Indian universities. International Journal of Instruction, 14(3), 73–94.

Simona, C. E. (2015). Developing presentation skills in the English language courses for the Engineering students of the 21st century knowledge society: A methodological approach. Procedia - Social and Behavioral Sciences, 203(1), 69–74.

Stauffer, B. (2022). 21st century skills, what are 21st century skills? https://www.aeseducation.com/blog/what-are-21st-century-skills

Sugiartha, P. A. H. (2021). Language learning strategies used by the students in learning English through online. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(2), 156–163.

Tan, D. A. L., Lee, B. C., Ganapathy, M., & Kasuma, S. A. A. (2019). Language learning in the 21st century: Malaysian ESL students’ perceptions of Kahoot! International Journal of Virtual and Personal Learning Environments, 9(2), 55–71.

Van Laar, E., Van Deursen, A. J. A. M., Van Dijk, J. A. G. M., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72(1), 577-588.

Wakamoto, N., & Heath, R. (2021). Learning to listen strategically: Developing a listening comprehension strategies questionnaire for learning English as a global language. System, 103(1), 102670.

Yagmale, F. (2003). Content validity and its estimation. Journal of Medical Education., 3(1), 25–27.
Published
2022-06-30
How to Cite
Ali, Z. (2022). 21ST-CENTURY LEARNING: UNDERSTANDING THE LANGUAGE LEARNING STRATEGIES WITH TECHNOLOGY LITERACY AMONG L2 LEARNERS. Journal of Nusantara Studies (JONUS), 7(2), 202-220. https://doi.org/10.24200/jonus.vol7iss2pp202-220