Zuraina, Ali (2020) Perceived Learning Strategies Employed by Preschoolers in Learning English. International Journal of Emerging Issues in Early Childhood Education (IJEIECE), 2 (1). pp. 45-57. ISSN 2655-9986 (Print), 2685-4074 (Online). (Published)
|
Pdf
Perceived Learning Strategies Employed by Preschoolers in Learning English.pdf Download (170kB) | Preview |
Abstract
Learning strategies are plans that learners use to achieve their learning goals. The current study investigates the perceived uses of learning strategies among preschoolers, namely Basic rehearsal strategies, Complex rehearsal strategies, Basic elaboration strategies, Complex elaboration strategies, Basic organizational strategies, Complex organizational strategies, Comprehension monitoring strategies and Affective and motivational strategies among preschoolers in learning English. The study employed 23 preschool teachers as the samples having semi-structured interviews as the research instrument. The data collection period took four (4) months. Content analysis was employed to analyze the data in the current study. The obtained data was validated by the members of the faculty. Findings from the study showed that the learning strategies were implemented by the preschoolers in the course of their learning. Yet, the degree of the usages of the learning strategies varies from one to another. The study implied that deciding on learning games, teaching aids, and asking appropriate questions during lessons are essential to maximize the learning strategies among children in their early learning.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | preschoolers; learning strategies; English |
| Subjects: | P Language and Literature > PE English |
| Faculty/Division: | Center for Modern Languages |
| Depositing User: | Noorul Farina Arifin |
| Date Deposited: | 16 Jun 2020 03:43 |
| Last Modified: | 16 Jun 2020 03:43 |
| URI: | http://umpir.ump.edu.my/id/eprint/28395 |
| Download Statistic: | View Download Statistics |
Actions (login required)
 |
View Item |