Abstract

The purpose of the study was to investigate language learning strategies used by secondary school learners and how they reflected their performance. The Learners’ proficiency in the four English language skills in Malawian schools is still a challenge despite various efforts to ensure that learners acquire and develop proficiency in English. This has raised major concerns from various stakeholders considering the fact that English is the official language and a key to further education and employment. To achieve the above mentioned research goal, the study employed a qualitative research approach and used a phenomenological design. Data was collected through in-depth interviews, focus group discussions and classroom observations. The analysis of the data was done along with data collection by comparing data from different sources and tools and then developing themes and categories according to the theoretical framework and the main research questions. The study concluded that although the learners’ poor performance in English is attributed to a number of variables like large classes, unqualified teachers and home backgrounds. The way learners go about learning or the strategies they use also affect their performance. The learners used a variety of language learning strategies such as cognitive, compensation, meta-cognitive, social and affective in different degrees. Through comparing the performance of above average and below average learners and the language learning strategies they used, the study found that cognitive strategies of practice, note-making and summary and reviewing; meta-cognitive strategies and the social strategy of asking questions enhanced performance. The above average learners who used them most highly also performed successfully. The cognitive strategies of rote memorization and highlighting; the social strategy of cooperating with others; compensation and affective strategies were found not enhancing performance. These were also the language learning strategies which the below average learners liked most leading to their failure. This study makes two critical recommendations: Teachers must be conversant with different language learning strategies so that they can use them to assist learners attain skills and proficiency in English. Secondly, the Ministry of Education Science and Technology should provide an enabling environment in all schools to facilitate the learning of English. Examples of the enabling environment could be provision of resources and minimizing large classes.

More details

School	: School of Education
Issued Date	: 2014

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