ISSN: 2222-6990
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This systematic literature review examines the development of language learning strategies (LLS) in the context of ESL classrooms. The objective of the review is to provide a comprehensive examination of LLS development, including the targeted language learning skills, the learners’ population, and the influence of geographical context. By using systematic and explicit methods, a total of [number] studies from [years] were reviewed using [databases]. The findings highlight the importance of incorporating a variety of strategies that align with specific language learning skills, such as reading comprehension, vocabulary acquisition, speaking proficiency, and listening comprehension. The review also reveals a need for further research on adult ESL learners and learners at advanced proficiency levels, as well as the influence of cultural and social factors on LLS development. The implications of the findings for educators, researchers, and policymakers involved in ESL education are discussed, emphasizing the importance of tailored instructional approaches and culturally responsive teaching practices. Future research is recommended to address the identified gaps and to explore the role of individual differences in LLS development. By addressing these recommendations, educators and researchers can contribute to the enhancement of LLS development and the overall effectiveness of ESL education.
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(Pasang & Hashim, 2023)
Pasang, M. S. A., & Hashim, H. (2023). Language Learning Strategies (LLS) in the Context of ESL Classrooms: A Systematic Literature Review. International Journal of Academic Research in Business and Social Sciences, 13(12), 3790–3807.
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