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LLS are organized following Oxford (1990) into direct strategies (memory, cognitive, compensation) and indirect strategies (metacognitive, affective, social). Data come from four interviewed teachers at the Centre for Foundation Studies, International Islamic University Malaysia. Subsequent lesson observations verify alignment between teachers’ perceptions and their implementation of LLS.",{"@graph":69,"@context":122},[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/language-learning-strategies-lls-teachers-notions-and-practice/600867/",{"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/language-learning-strategies-lls-teachers-notions-and-practice/600867.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study classify language learning strategies (LLS)?","Question",{"text":112,"@type":113},"It follows Oxford (1990), dividing LLS into two main categories: direct strategies (memory, cognitive, compensation) and indirect strategies (metacognitive, affective, social).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Where and with whom was the study conducted?",{"text":117,"@type":113},"The study targeted teachers at the Centre for Foundation Studies of the International Islamic University Malaysia, particularly those responsible for teaching English. Only four teachers participated by responding to the invitation.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods were used to examine teachers’ notions and practices?",{"text":121,"@type":113},"The study used three separate interview sessions to explore the teachers’ individual perceptions, then observed their lessons to substantiate how LLS were incorporated into lesson implementations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600867,1792485902,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","DINAMIKA ILMU Vol. 18 No. 1, 2018  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \n doi: [http://dx.doi.org/10.21093/di.v18i1.108](http://dx.doi.org/10.21093/di.v18i1.1086)[6](http://dx.doi.org/10.21093/di.v18i1.1086)  \nLanguage Learning Strategies (LLS): Teachers’ Notions  \nand Practice  \nHaddi Junaidi Kussin  \nInternational Islamic University Malaysia  \nAinon Omar  \nSultan Idris Education University, Malaysia  \ne-mail: [ainon@fbk.upsi.edu.my](ainon@fbk.upsi.edu.my)  \nNapisah Kepol  \nSultan Idris Education University, Malaysia  \nAbstract  \nThe purpose of the study was to find out both notions and practice where language learning strategies (LLS) are concern. LLS according to Oxford (1990) could be divided into two main strategies – direct and indirect strategies. Direct strategies are sub-divided into memory, cognitive and compensation strategies and required mental processing of the language. Indirect strategies however are the processes that support language learning and the sub-strategies include metacognitive, affective and social strategies. LLS are made the focal point of the study as numerous studies suggested that successful language learning could somehow be linked to utilization of language learning strategies (Areen Ahmed, 2014) . The study targeted the teacher population at Centre for Foundation Studies of the International Islamic University Malaysia, particularly teachers responsible of teaching English at the educational institution. However, there were only four teachers who responded to the invitation to become part of the study. The study first explored the individual perception of the four teachers who volunteered (done via three separate interview sessions) before lesson implementations of the four were observed to substantiate their notions on incorporating LLS into lesson implementations. The notions of the four volunteered teachers were found to have aligned with their individual practices where LLS are concern.  \nKeywords: language learning strategies, lesson implementations  \nA. Introduction  \nThe Malaysia Education Blueprint (2013-2025) features 11 shifts to be undertaken in order to reach its objectives, one of which is ensuring proficiency in English (Idris Jala, 2014) . That is done in order to ensure the nation’s future development, besides tackling the issue involving Malaysian students where the group is said to have problem in attaining reasonable English literacy even after going through 11 years of learning English in school (Naginder, 2006; Nor Hashimah Jalaludin, Norasimah Mat Awal & Kesumawati Abu Bakar, 2008 as cited in Normazidah, Koo & Hazita, 2012) .  \nEnglish empowerment plan involving language learners is in fact evident across the globe and one prominent approach is the shift from teacher-centred to studentcentred pedagogy. The latter could simply mean students are expected to “no longer sit quietly, passively receiving words of wisdom professed by the lone instructor standing in front on the class” (Catalano & Catalano, n.d., p.1) . Learners need to be the active makers of knowledge and need to even co-responsible for knowledge creation because teachers have rather limited‘scheduled time’with their students when apparently, for learning to be successful, it should not be done only within the limited compound of classrooms and within the ‘classroom timetable’ – it has to stretch beyond that.  \nIn Malaysia, the effort to elevate English language performance and competency is continuously done with Common European Framework of Reference for Languages:  \nLearning, Teaching and Assessment (CEFR) being the latest master plan. CEFR in general features six different English language users – A1 (beginners), A2, B1, B2, C1 & C2 (proficient users) . Within the comprehensive guideline of the blue book, it is said that language learners are required to perform tasks in order for them to acquire language input or knowledge and strategies are needed for language learners to perform tasks (Cambridge Univ","cbCaimyWSjAFvyMc","https://ap.wps.com/l/cbCaimyWSjAFvyMc","pdf",431197,14,"English","# Abstract\n# A. Introduction","[{\"question\":\"How does the study classify language learning strategies (LLS)?\",\"answer\":\"It follows Oxford (1990), dividing LLS into two main categories: direct strategies (memory, cognitive, compensation) and indirect strategies (metacognitive, affective, social).\"},{\"question\":\"Where and with whom was the study conducted?\",\"answer\":\"The study targeted teachers at the Centre for Foundation Studies of the International Islamic University Malaysia, particularly those responsible for teaching English. Only four teachers participated by responding to the invitation.\"},{\"question\":\"What methods were used to examine teachers’ notions and practices?\",\"answer\":\"The study used three separate interview sessions to explore the teachers’ individual perceptions, then observed their lessons to substantiate how LLS were incorporated into lesson implementations.\"}]","Language Learning Strategies (LLS): Teachers’ Notions and Practice | PDF",1792091538,35]