Undergraduate Students' Language Learning Strategies in Academic Speaking Coursework A Survey Study

Abstract

The issue of students' speaking skills in the English learning process through coursework has been raised. Some strategies have an impact on students' speaking performance so that the researcher can employ the appropriate strategy in English speaking coursework. This research aimed to identify language learning strategies used by undergraduate students enrolling in an Academic Speaking Coursework. The method of this research was descriptive quantitative. The sample of this research was 59 undergraduate students from the class of 2023-2024 English Language Education Department at UII. The instrument used in this research was questionnaire filled by 59 participants as the sample of research. The questionnaire was developed by the researcher using the Oxford Strategy Inventory for Language Learning (SILL). The data were analyzed by using SPSS. The results of this study showed that the 6 strategy groups sorted from the most frequently used by the student until the least frequently used by the students were metacognitive strategies (M= 3.76, SD= 0.941) followed by cognitive strategies (M= 3.53, SD= 1.002), compensation strategies (M= 3.53, SD= 0.983), social strategies (M= 3.51, SD= 1.028), affective strategies (M= 3.41, SD= 1.116), the least was memory strategies (M= 3.35, SD= 1.039). It can be concluded that the highest strategy groups were metacognitive strategies. The findings suggest that the department should provide diverse learning materials to strengthen the implementation of language learning strategies that may enhance students’ academic speaking skills.