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This study examined the strategies used by ten successful ESL learners from a private university in Kajang, Selangor, using Oxford’s Strategy Inventory for Language Learning (SILL). Metacognitive strategies (Mean=3.964) were most frequently used, followed by compensatory, cognitive, social, memory, and affective strategies. Successful learners also used more direct than indirect strategies, informing research and teacher planning.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advances-in-language-and-literary-studies-vol-7-no-1-flourishing-creativity-literacy/589564/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advances-in-language-and-literary-studies-vol-7-no-1-flourishing-creativity-literacy/589564.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address?","Question",{"text":112,"@type":113},"The study investigates which language learning strategies successful English as a Second Language (ESL) learners use most and least.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were learners’ strategies measured?",{"text":117,"@type":113},"Learners’ strategies were assessed using Oxford’s (1990) Strategy Inventory for Language Learning (SILL).",{"name":119,"@type":110,"acceptedAnswer":120},"Which strategy category was used most and which was used least?",{"text":121,"@type":113},"Metacognitive strategies were the most frequently used (Mean=3.964), while affective strategies were the least used (Mean=2.890).",{"name":123,"@type":110,"acceptedAnswer":124},"What is the study’s key comparison between strategy types?",{"text":125,"@type":113},"Successful language learners used more direct strategies than indirect strategies.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},589564,1792120101,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":46,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 1; February 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nThrough the Lens of Good Language Learners:  \nWhat Are Their Strategies?  \nNurhuda Mohamad Nazri (Corresponding author)  \nUniversiti Kuala Lumpur Institute of Medical Science Technology  \nKajang, Selangor, Malaysia  \n[E-mail: nurhuda@unikl.edu.my](E-mail: nurhuda@unikl.edu.my)  \nMelor Md Yunus  \nFaculty of Education, Universiti Kebangsaan Malaysia  \nBangi, Selangor, Malaysia  \n[E-mail: melor@ukm.edu.my](E-mail: melor@ukm.edu.my)  \nNur Dalila Mohamad Nazri  \nFaculty of Major Languages Studies, Universiti Sains Islam Malaysia  \nNilai, Negeri Sembilan, Malaysia  \n[E-mail: dalila@usim.edu.my](E-mail: dalila@usim.edu.my)  \nDoi:10 .7575/aiac.alls.v.7n. 1p.195  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.1p.195](http://dx.doi.org/10.7575/aiac.alls.v.7n.1p.195)  \nReceived: 29/09/2015  \nAccepted: 09/12/2015  \nThe research is financed by Universiti Kuala Lumpur.  \nAbstract  \nOften times, many English as Second Language (ESL) facilitators speculate why some learners learn faster than other learners. Provided the students were exposed with the same amount of years in the formal education system in Malaysia, the language instructors curious about the variety of performance in the English language among the learners. This study revealed the language learning strategies used by ten successful ESL learners of a private university in Kajang, Selangor, using Oxford’s (1990) Strategy Inventory for Language Learning (SILL) . The findings indicated that successful language learners are high frequency users of language learning strategies. The total mean of each category showed that metacognitive strategies (Mean=3. 964) are among the most frequently used strategies, followed respectively by compensatory (Mean=3 . 814), cognitive (Mean=3 . 812), social (Mean=3. 700), memory (Mean=3. 100) and affective strategies (Mean=2 . 890) found as the least used strategies among successful language learners. Interestingly, the study also identified that successful language learners used more direct strategies compared to indirect strategies. The findings have significant implications for research on language learning strategies for successful language learners and teacher planning in order to promote and boost the use of strategies among the poor language learners.  \nKeywords: language learning strategies, successful learners, English as a Second Language  \n1. Introduction  \nEnglish has become an essential language and is given high status in Malaysian education system. Almost every issue pertaining to English language teaching and learning in mainstream curriculum has received a great deal of attention ranging from political parties, policy makers, linguists, educators to parents. Either in academia or career, the mastery of English is compulsory in the ever borderless and competitive world today. Undeniably, every student employs different approaches in learning English as a second language. According to Oxford (1990), theory has proven that strategy use yields to the effectiveness in language learning. The explanation for the statement is that the more aware learners are on the strategies they use, the more adept learners will be. Rubin (1975) suggested that if we are well aware of the strategies used by good language learners, we could try to impart and teach these strategies to poorer learners to enhance their language performance. Rubin (1975) also identified a list of approaches of the good language learners, which based on her findings, are enthusiastic and capable to use hints in order to deduce for meaning, employ a variety of methods to converse or learn from conversation, cope with inhibitions, practice the target language, attend to form and meaning and observe both their own and others’ speech. These strategies will d","cbCaifdupIvM4x3p","https://ap.wps.com/l/cbCaifdupIvM4x3p","pdf",207858,"English","# Introduction\n## Literature Review\n### The definitions of Language Learning Strategies","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study investigates which language learning strategies successful English as a Second Language (ESL) learners use most and least.\"},{\"question\":\"How were learners’ strategies measured?\",\"answer\":\"Learners’ strategies were assessed using Oxford’s (1990) Strategy Inventory for Language Learning (SILL).\"},{\"question\":\"Which strategy category was used most and which was used least?\",\"answer\":\"Metacognitive strategies were the most frequently used (Mean=3.964), while affective strategies were the least used (Mean=2.890).\"},{\"question\":\"What is the study’s key comparison between strategy types?\",\"answer\":\"Successful language learners used more direct strategies than indirect strategies.\"}]","Advances in Language and Literary Studies - Vol. 7 No. 1 - Flourishing Creativity & Literacy | PDF",1792067629]