View of A Systematic Review of Second Language Learning:Trends and Suggestions

(1)

Turkish Journal of Computer and Mathematics Education Vol.12 No.3 (2021), 98-108 Research Article

A Systematic Review of Second Language Learning:Trends and Suggestions

Nor Anis Izzati Bt Muhamad Sahlan1_{, Zulkifli Osman}2_{*, Anida Sarudin}3_,

Husna Faredza Mohamed Redzwan4

1,2,3,4_{Fakulti Bahasadan Komunikasi, Universiti Pendidikan Sultan Idris}

1_{anisizzati21@gmail.com, *}2_{zulkifli@fbk.upsi.edu.my,}3_{anida@fbk.upsi.edu.my,} 4_{husna.faredza@fbk.upsi.edu.my}

Article History: Received: 10 November 2020; Revised: 12 January 2021; Accepted: 27 January 2021; Published online: 05 April 2021

Abstract: This paper aims to investigate trends and suggestions related to second language pedagogical strategies. A total of

31 articles from both leading (Scopus and Taylor & Francis) and alternative (Google Scholar and MyCite) databases were selected and analysed. In answering the research question, the present study adopts the systematic literature review (SLR) method by incorporating in-depth Evaluation of past studies from 2015 to 2020. Therefore, the research divides second language pedagogical strategies into four trends, namely computer-assisted language learning, module-assisted language learning, student-centred language learning stylesand teacher-centred language learning. The findings indicate that computer-assisted learning comprising of module creation, e-learning and learning-based games are frequently used as the choice in tandem with the country’s education development. The study hopes that the acquired suggestion strategies are beneficial for stakeholders involved in second language learning education.

Keywords: Second language; learning strategy; Malay language; trend; language ability

1. Introduction

The Malay language is the national language for the people of Malaysia. Article 152 of the Malaysian Constitution acknowledges and declares the usage of Malay language as the national and official language of the country.

The Malay language is also the medium of instruction uniting multicultural Malaysia (i.e. Malay, Chinese, Indians, Orang Asli and Sabahan and Sarawakian ethnicities). For races other than Malay, the Malay language is their second language. Despite their varying mother tongue, formal Malay is taught in schools starting from Primary 1 until Form 5. Hence, the mastery of Malay language begins at school, particularly primary school.

The Malay language is a mandatory subject for both primary and secondary schools as stipulated in the Malaysian curriculum. Despite Malaysia adopting a vernacular school system, all schools regardless of background, must put in efforts to teach Malay language spearheaded by teachers. Language pedagogy is of fundamental importance considered at all language practitioners; from teaching inters, trainee-teachers, to trained and professional teachers (Mohamed Redzwan, Bahari, Sarudin and Osman, 2020). In accomplishing a commendable language acquisition structure, Idris et al., (2013), Sarudin et al. (2019a) and Sarudin et al. (2019b) mention the significance of teaching Malay language through scientific processes. Therefore, teachers are expected to grasp language pedagogical strategies in the process of assisting students to acquirethe Malay language as their second language (L2), particularly for students who have a different first language. The strategies in learning a second language must take on a distinct strategy as acquiring the first language was a natural process since birth (Osman, Z. et al., 2019; Bakri and Osman, Z., 2017). The latter was acquired through an indirect or informal process (Husin, 1998). The emphasis of Malay language learning to students with Malay as their first language (L1) is different fromstudents with Malay as their second language (L2) (Ellis, 1986). Second language learners (L2) require more attention and systematic methods and activities (Aziz, 2000). Hence, teachers play an essential role in preparing themselves to deliver all expectations of L2 learning in tandem with the advancement of contemporary education (Krashen, 1981).

Language educators have applied various L2 learning strategies, particularly in helping non-native students acquire a second language either in Malay or English language (Shaari et al, 2018; Hassan, 2016; Mahamod, Ab. Ghani, & Wan Mohammad, 2016; Ujai et al., 2017; Yamirudeng & Osman, Z., 2018, Yamirudeng & Osman, Z., 2019; Bakri& Osman, Z., 2018; Bakri & Osman, Z., 2020). In fulfilling the needs of L2 learners, the process requires a learning input and output assisted by teachers (Krashen, 1981 dan Ellis, 1999).

However, this study cites only literature related to strategies in language learning and recommends suggestions on how the teaching and learning process of second language acquisition can be applied in the classroom. This paper aims to fulfil the following research objectives:

(2)

A Systematic Review of Second Language Learning:Trends and Suggestions

1. To investigate language learning strategy trends, especially in second language acquisition for the past five years.

2. To recommend learning strategies applicable for teachers to apply in teaching a second language which is the Malay language.

In answering these research objectives, the study adopts a comprehensive research method, namely, systematic literature review (SLR) (Mallett, Hagen-Zanker, Slater, and Duvendack, 2012). SLR formulates a way to evaluate and interpret past research according to sub-topics, research question or research focus (Kitchenhamand Charters, 2007). Besides, the SLR method enables researchers to assess any study in an empirical order and identify any gaps in research inquiry holistically and accurately (Monther, Shuib, Abdul Ghani, Yadegaridehkordi and Alaa, 2017).

Data in the form of selected articles from the year 2015-2020 were taken from two types of databases, namely, leading database (Scopus and Taylor & Francis) and alternative database (Google Scholar and MyCite). All data were analysed through the SLR method to answer the research questions.

2. Methodology

In answering the research question, this research implements the systematic literature review (SLR) method, which incorporates in-depth literature reviews by assessing past studies (Uman, 2011). Referring to Turanand Akdag-Cimen (2019) as a guide, the current study implements a similar four-phase approach namely searching, screening, and eligibility, and query/search, screening, eligibility, and inclusion.

In the searching phase, specific keywords were entered in the search engine databases, as explained in Table 1.

Table 1. Keywords and Searching Information Strategy

Database Keyword

Scopus TITTLE-ABS-KEY ((“teaching practices” OR “learning theory” OR “teaching skill” OR “learning design” OR “learning process” OR “strategy learning” OR “strategy teaching”) AND (education OR language))

Taylor & Francis (Teaching practices, learning theory, teaching skill, learning design, learning process, strategy learning, strategy teaching) in education or language

Google Scholar All-in-title: “strategipembelajaran” (“learning strategy”) OR “strategipengajarandanpembelajaran” (“teaching and learning strategy”) OR “strategipembelajaranbahasa” (“language learning strategy”) OR “strategipengajarandanpembelajaranbahasa” (“language teaching and learning strategy”) OR “amalanpembelajaranbahasa” (“language learning pratices”) OR “kaedahpembelajaranbahasa” (“language learning methods”) OR “teknikpembelajaranbahasa” (“language learning techniques”)

According to the keywords in Table 1, a total of 2501 articles were found in the searching phase. Subsequently, the screening process seeks out relevant titles, abstracts and articles related to language learning. The articles’ contents and abstracts were skimmed through in order to select articles which are most suitable to be analysed. The initial number of 2200 articles were screened, and only 301 were selected and accepted to go through the next approach process, which is eligibility.

In the eligibility phase, articles were filtered according to set categories such as publication date, subject matter, and ease of access either able to be accessed directly or not. The articles were carefully inspected, and only 60 articles were listed as potential subjects of research.

The next phase is inclusion. In this phase, only suitable articles were selected through careful screening. A total of 31 articles have complied with the set criterion related to second language acquisition such as Malay and English language. Despite most of the articles being related to English language learning strategies, the same strategies can be applied to Malay language learning. Furthermore, the articles recommend pedagogical strategies that can be applied after identifying the learning trend in a time frame of the latest five years of publication (2015-2020) (Mohamed et al., 2017).

(3)

Nor Anis Izzati Bt Muhamad Sahlan1_{, Zulkifli Osman}2_{*, Anida Sarudin}3_{, Husna Faredza Mohamed Redzwan}4

Figure 1. Systematic Literature Review Flow Diagram 3. Findings

Learning Strategy Trends of Malay as a Second Language

This section discusses the first research question of “What are the language learning strategy trends of Malay as a second language in the past five years?” From the literature review, there are four categories of learning strategy trends, namely, computer-assisted language learning, module-assisted language learning, student-centred language learning styles and teacher-student-centred language learning.

Computer-Assisted Language Learning

Among the primary trends in second language learning, L2 is Computer-Assisted Language Learning. Computer technology advancement has enabled education to flourish through maturity of various applications in graphics, video, audio, animation, word processing and many more (Tunde, 2019; Litman, 2018; Jeong, 2017; Nami, Marandi, & Sotoudehnama, 2016). Apart from that, website development is one crucial strategy aiding teachers in language acquisition (Fathi & Ebadi, 2020; Yamirudeng & Osman, 2019). Popular applications of YouTube, Facebook, WhatsApp and Google Classroom made available on computers are used in the digital teaching and learning process of students despite the absence of teachers; the frequency of utilising these applications anytime and anywhere will help improve language acquisition (Bahari, 2020; Rustam & Mengke, 2020; Chiou, at el., 2019; Lee, 2019). Computer-assisted learning, including online and offline games, has helped significantly in amplifying the learning curiosity (Mcneil, 2019; Blume, 2019; Wingate, 2016).

Student-Centred Language Learning Styles

Every student has individual learning styles (LS). According to Dunn and Dunn (1978), LS is a method where one focuses, processes, learns and remembers new and difficult information or skills. LS involves four fundamental processes namely concrete experimentation (CE = feeling), reflective observation (RO = reflecting), abstract conceptualisation (AC = thinking), and active experimentation (AE = acting) (Kolb & Kolb, 2017). From the perspective of creating a learning ecosystem chain, Kolb and Kolb (2017) and Kolb et al. (2014) enlist four important indicators for educators in ensuring a dynamic learning style which includes Facilitator, Subject Expert, Evaluator and Coach. Learning styles refer to how a student adapts to his surroundings in processing, interpreting, and obtaining desired information, knowledge or skills (Perumal et al., 2017). The process of ones learning style is essential in language learning.

Students’ learning styles are also related to the analysis of Oxford’s theoretical framework which divides learning strategies into six major categories that are memory, cognitive, compensation, metacognitive, affective and social strategies (Hassan, 2016). The students’ learning styles are also student-centred. The teaching and learning process encompasses the participation of students as a whole, assisted by teachers through determining methods and techniques. Such methods and techniques, to name a few, are collaboration, tasks, problem-solving, questioning and quizzes (Bruen, 2017; Huang, 2016). The language learning strategies enable teachers to

(4)

101 observe their students’ behaviour in the classroom (Mahamod et al., 2016; Muhd Zulkifli & Abu Bakar, 2016; Lambri, 2016).

Teacher-Centred Language Learning

The articles reviewed highlighted the teacher’s approach to teaching. Effective teachers apply their knowledge by developing the teaching and learning process through planning, implementation and assessments towards children (Abdul Sani & Yunus, 2018). Teaching begins from the understanding of teachers on what to teach and how it should be taught. The processes of before, during and after the teaching and learningare crucial in evaluating the quality of teaching. Such steps help teachers achieve the learning objectives and by the end of the lesson, enable teachers to measure how effective they are on their students.

The way teachers conduct their classroom becomes a strategy in learning language, particularly a second language. Strategies that teachers use in the classroom can assist students in language acquisition (Liviero, 2017). As explained by Wyra & Lawson (2018), most teachers have their meta-strategy; a plan to achieve their teaching and learning objectives. In brief, this meta-strategy sets the desired objectives subsequently lists the actions and approaches required to achieve them.

The focus of teacher’s teaching approach is not about what learning aids are used (i.e. computer) orwhat learning styles of students, but on how they plan, implement and evaluate the teaching and learning process as a whole (Angeliki et al., 2018). The teacher’s approach is interested in what kind of attitude teachers portray before their students in achieving the learning objectives such as understanding the students’ social background and individual strength (Smits & Janssenswillen, 2019). The learning strategy of teachers’ approach concerns their involvement in the teaching and learning process.

Module-Assisted Language Learning

The use of modules in the teaching and learning process (T&L) could improve the academic prowess of students, especially in language learning (Yamirudeng & Osman, Z., 2018; Yamirudeng & Osman, Z., 2019). The developed modules must adhere to set criteria in order to achieve the desired objectives. In the field of education, institutions are obliged to develop modules for each of the courses taught. (Kormos, 2020). Teachers, on the other hand, are required to tailor specific modules on subjects within their teaching expertise in helping students learn (Wilcox, Gray, & Reiser, 2020). The modulesare developed in assisting language acquisition of students, according to sub-topics (Najah, Rohmah, & Susilo, 2019).

Since designing modules are time-consuming, many issues need to be factored in. The evaluation system must be designed before such modules are applied to students to test their effectiveness (Yamirudeng & Osman, Z., 2018). The approaches of teachers in the context of students’ learning styles must be assimilated in the module.

The language learning strategy trends can be referred to in past research, as illustrated in Figure 2. In summary, computers are the most applied language learning strategy to date and the number one choice in the field of contemporary education, followed by students’ learning styles. Both trends centralise around student-centred learning. The remaining two learning strategies of module-assisted language learning and teacher-centred language learning both revolve around the experience and skills of teachers.

Figure 2. Number of included articles by trends in L2 learning

13 7

6 5

Computer-Assisted Language Learning Student-Centred Language Learning Styles Module-Assisted Language Learning Learning Teacher-Centred Language

(5)

Learning Strategy Suggestions in Malay as a Second Language

This section deliberates on the second research question, “What are the strategies applied by teachers in instructing a second language, that is the Malay language?” From the assessment of articles, there are several suggestions highlighted. Among the suggestions is the frequency of the use of computers in the teaching and learning process observed from the development of modules, e-learning and learning-based games.

Development of Second Language (L2) Modules

Some of the reviewed articles suggest the utilisation of computer applications designed into attractive modules for language learning. Computer applications enticeinterests of students hence eases the teaching and learning process of a second language (Fathi & Ebadi, 2020; Yang &Kuo, 2020; Rustam & Mengke, 2020; Bahari, 2020). These articles recommend the frequent use of suitable computer applications in second language learning solely because of the technological appeal computers possessto pique the interest of students (Fathi & Ebadi, 2020).

The computer-assisted language learning strategy brings about benefits and improves the teacher’s teaching process (Fathi & Ebadi, 2020). Its function is holistic in the sense that there are applications which can focus on the development of students and at the same time assist in collaborations with teachers. Even though the practice of computer-assisted learning is not new, its function is never outdated as it evolves parallel with technological advancement (Rustam & Mengke, 2020).

Application of Digital Language Learning

The articles evaluated propose that second language learning (L2) should be implemented through a digital platform or better known as e-learning. The usage of computers is not to be limited to producing animation and graphics but should encompass all aspects of communication including e-learning (Tunde, 2020; Lee, 2019; Chiou et al., 2019). The advancement of computer-enhanced learning keeps on developing with prominent applications important to human edutainment such as YouTube, WhatsApp, Facebook, Google Classroom, Zoom, Instagram and many others (Lee, 2019). Students are familiar with applications because they are easily accessed and do not require any subscription. Teachers have utilised these applications as their media of disseminating lessons not limited to the classroom but outside of class as well. The applications of today are distinctive than the restricted applications of yesterday which were limited to functions of Microsoft, video and audio playing and graphics only.

Besides, applications like AntConc could improve writing skills assisted by computers (Tunde, 2019). Educators have developed education programmes native to language acquisition as platforms in assisting students. Despite the extended time taken to produce such programmes, the students’ receptions are nothing short of outstanding and show admirable interest in Learning (Bahari, 2020). The evaluation process, being an essential factor in identifying the student’s understanding of an assessed skill, is convenient through computers (Litman et al., 2018). Such factors warrant why computer-assisted learning is compatible with students.

Learning Language Using Games

The articles under review also evoke the importance of learning-based games being given primary priority corresponding with the technology-dependent education. The interest of students is always heightened and sustainably maintained as they gradually learn a second language (Mcneil, 2019; Blume, 2019; Wingate, 2016). In assisting learning new vocabularies, word games challenge the ability of students toseek meanings of words initiated by teachers (Mcneil; 2019).

In brief, language learning strategies extracted from previous research are shown in Figure 2. To summarise, module development is frequently used when involving technology as it is less complicated compared to e-learning and e-learning-base games which require multi-skills specific in their development.

(6)

103 Figure 3. Numbers of Articles Suggesting Second Language (L2) Learning Strategies

4. Discussion

This research analyses 31 articles from two sources of databases, namely leading database (Scopus and Taylor & Francis) and alternative database (Google Scholar and MyCite) published from 2015 to 2020. The findings suggest that there are several types of learning strategy trends in second language learning applied by educators in assisting students. The learning strategy trend is applied according to need, competency and capability of students (Lee, 2019; Osman J. et al., 2018; and Baharudin et al., 2015). The learning trends are categorised as computer-assisted language learning, teacher-centred language learning, module-assisted language learning and student-centred language learning styles. The frequency of each strategy trends is identified by the numbers of articles applying such strategies. 13 out of 31 articles applied computers or technology as their learning medium. Findings indicate that the application of computers involves the development of e-learning modules and learning-based games, which is significantly relevant in current education development. In addition, the country’s education system is embracing the 21st_{century’s progressive direction, which highlights}

student-centred Learning and facilitation rather than traditional teacher-centred Learning. Therefore, the learning process should be designed in a student-friendly manner by way of the 21st_{-century education foundation that}

encourages collaboration and higher-order thinking skills (KPM, 2012).

In conclusion, as previously discussed, the trends and suggestions of Malay language learning strategies as a second language could be beneficial for educators in applying the most suitable strategy when dealing with students of various backgrounds.

5. Conclusion

This research adopts the SLR method, which enables Evaluation and interpretation of previous papers divided according to topics, research question or research focus (Kitchenham and Charters, 2007). This study envisages that it could be a guideline for other researchers interested in furthering their academic exploration in language learning strategies of Malay language as a second language.

References

1. Abdul Sani, N. and Yunus, F. (2018) Teachers on the teaching and learning programs in students. Seminar Antarabangsa Isu-Isu Pendidikan. Fakulti Pendidikan,Universiti Malaya.

2. Angeliki, P.J., Eleni, A., Edgar, J., Areti-Maria, S., Vassilia, K, Konstantinos, P. and Zoe, G. (2018) Promotion of language learning strategies in the classroom: EFL teachers’ perceptions. The Language Learning Journal. Vol. 46, No. 5, pp. 557-568.

3. Aziz, A. (2000) Pedagogi Bahasa Melayu – prinsip, kaedahdanteknik. Kuala Lumpur: Utusan Publications & Distributors Sdn. Bhd.

4. Bahari, A. (2020) Computer-assisted language proficiency assessment tools and strategies. Open Learning: The Journal of Open, Distance and e-Learning.https://doi.org/10.1080/02680513.2020.1726738

5. Baharudin, M. and MdRadzi, R. (2015), Teaching English as a foreign language for students from China: experience sharing at UniversitiSains Malaysia. DinamikaIlmu. Vol. 15, No. 1, pp. 85-98.

4

6 3

Development of Second Language (L2) Modules

Application of Digital Language Learning Learning Language Using Games

(7)

6. Bakri, M. F. and Osman, Z. (2020) Analisiskeupayaanpelajardalampembinaansemula Kurikulum Bahasa Melayu Asasbagipelajarantarabangsa Universiti Pendidikan Sultan Idris. Rumpun Jurnal Persuratan Melayu, Vol. 8, No. 1, pp. 65-76.

7. Bakri, M. F. and Osman, Z. (2018) ‘Pembinaansemula Kurikulum Asas Bahasa Melayubagipelajarantarabangsa UniversitiPendidikan Sultan Idris: Penilaiandarias pekperuntukanmasa pembelajaran’, International Journal of Language Education and Applied Linguistic, Vol. 8, No. 2, pp. 27-37.

8. Bari, A.Z (2002) Majlis Raja-Raja: kedudukandanperanandalamperlembagaan Malaysia. Dewan Bahasadan Pustaka, Kuala Lumpur.

9. Blume, C. (2019) Games people (don’t) play: An analysis of preservice EFL teachers’ behaviors and beliefs regarding digital game-based language learning. Computer Assisted Language Learning. Vol. 33, No. 1-2, pp. 109-132.

10. Bruen, J. (2017) Language learning strategies for reading comprehension: assessing the strategy use of young adults at beginners’ level taking Chinese, German, Japanese or Spanish as foreign languages at university. The Language Learning Journal.Vol.48, No.2. pp. 170-186.

11. Chiou, S.C., Wen-Chi, V.W, Idris, N., Er, F.L and Yan, P.C. (2019) Enhancing summary writing of ESL learners via a theory- based online tool: system development and Evaluation. Journal of Educational Computing Research. Vol. 58, No. 2, pp. 398-432.

12. Dunn, R. and Dunn, K. (1978) Teaching students through their individual learning styles: A practical approach. Reston. Virginia: Reston Publishing.

13. Ellis, R. (1986). Understanding second language acquisition, Oxford University Press, Oxford 14. Ellis, R. (1999). Second language aquisition, Oxford University Press, England.

15. Fathi, J and Ebadi, S (2020) Exploring EFL pre-service teachers’ adoption of technology in a CALL program: obstacles, motivators, and maintenance. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10146-y

16. Hassan, R. (2016) Malay Language Learning Styles and Strategies among French students. GEMA Online Journal of Language Studies. Vol. 17(1), pp. 125-146.

17. Huang, S., H. (2016) Language learning strategies in context. The Language Learning Journal.Vol. 46, NO. 5, pp. 647–659.

18. Husin, K. (1998) Pedagogibahasaperkaedahan. Kuala Lumpur: Kumpulan BudimanSdn. Bhd.

19. Jeong, K. O. (2017). Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning. Vol.6, No.30, pp. 488–509.

20. KamusDewan (2010) EdisiKeempat. Kuala Lumpur: Dewan Bahasadan Pustaka.

21. Kementerian Pendidikan Malaysia. (2012). Laporan Awal- Ringkasan Eksekutif Pelan Pembangunan Pendidikan Malaysia 2013-2025. Kuala Lumpur: Kementerian Pendidikan Malaysia.

22. Kitchenham, B. and Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Keele Univ., Durham Univ., Durham, U.K., Tech. Rep. EBSE 2007-001.

23. Kolb, A. Y., and Kolb, D. A. (2017) The Experiential Educator: Principles and Practices of Experiential Learning. Kaunakakai, HI: EBLS Press.

24. Kolb, A. Y., Kolb, D. A., Passarelli, A. and Sharma, G. (2014). ‘On becoming an experiential educator: The educator role profile’. Simulation and Gaming, Vol. 45, No. 2, pp. 204–234.

25. Kormos, J. (2017). The second language learning processes of students with specific learning difficulties. New York, NY: Routledge.

26. Kormos, J. (2020) Specific learning difficulties in second language learning and teaching. Language Teaching. Vol. 53, No. 2, pp. 129-143.

27. Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Pergamon, Oxford.

28. Lambri, A. (2016) Student centered learning in teaching and Learning of Bahasa Melayu in public university: implementation and acceptance students. Journal of Global Business and Social Entrepreneurship (GBSE). Vol. 2, No. 2, pp. 31–43.

29. Lee, J.S. (2019) Informal digital Learning of English and strategic competence for cross-cultural communication: Perception of varieties of English as a mediator. Cambridge University Press (ReCALL). Vol. 32, No.1, pp. 47-62.

30. Litman, D., Strik, H and Lim, G.S. (2018). Speech Technologies and the Assessment of Second Language Speaking: Approaches, Challenges, and Opportunities. Language Assessment Quarterly. V.15, No.3, pp. 294-309.

31. Liviero, S. (2017) Grammar teaching in secondary school foreign language learning in England: teachers’ reported beliefs and observed practices. The Language Learning Journal. Vol. 45, No. 1, pp. 26-50.

(8)

105 32. Mahamod, Z., Ab. Ghani, K.A. and Wan Mohammad, W.M.R (2016) Malay language learning strategies use among Chinese student through attitude and language skills. Malay Language Education Journal – MyLEJ. Vol. 6, No. 1, pp. 38-51.

33. Mallett, R., Hagen-Zanker, J. Slater, R., and Duvendack, M. (2012). The benefits and challenges of using systematic reviews in international development research. Journal of Development Effectiveness, Vol. 4, No. 3, pp. 445-455.

34. Mcneil, L. (2019) Implementing digital game-enhanced pedagogy: supportive and impeding language awareness and discourse participation phenomena. Cambridge University Press (ReCALL). Vol. 32, No, 1, pp. 106- 124.

35. Mohamed, H., Shaffrila, M & Abu Samah, A. and D’Silvaa, J.L. (2017) Adapting towards climate change impacts: strategies for small-scale fishermen in Malaysia. Marine Policy 81. Vol. 81, pp. 196-201

36. Mohamed Redzwan, H. F., Bahari, K. A, Sarudin, A. and Osman, Z. (2020). Strategipengukuranupayaberbahasamenerusikesantunanberbahasasebagaiindikatorprofesionalisme guru pelatihberasaskanskalamorfofonetik, sosiolinguistikdansosiopragmatik.Malaysian Journal of Learning & Instruction, Vol. 17, No. 1,187-228.

37. Monther M. Elaish, Shuib, L., Abdul Ghani, N., Yadegaridehkordi, E. &Alaa, M. (2017). Mobile learning for English language acquisition: Taxonomy, challenges, and recommendations. Ieee Access, Vol. 5, 19033-19047.

38. Muhd Zulkifli, N.Z. & Abu Bakar, S.S. (2016) The Malay language learning strategies of students in Germany. Jurnalkurikulum & Pengajaran Asia Pasifik.Vol. 2, Vol. 4, pp. 10-19.

39. Najah, A.A., Rohmah, A.F. and Susilo, H. (2019) The implementation of problembased learning (pbl) model improving student’s oral communication skillthrough lesson study. The 2nd Annual International Conference on Mathematics and Science Education.Vol. 1227. doi:10.1088/1742-6596/1227/1/012004 40. Nami, F., Marandi, S. S., &Sotoudehnama, E. (2016) CALL teacher professional growth through lesson

study practice: An investigation into EFL teachers’ perceptions. Computer Assisted Language Learning. Vol. 29, No. 4, pp. 658–682.

41. Osman, J., Mohamad, J.B., Ahmad, A.N. and Razali, J.R. (2018) Malay language teaching and learning strategy among international students at Universiti Malaysia Pahang. PENDETA Journal of Malay Language, Education and Literature.Vol.9, No. 1, p.p 61-78.

42. Osman, Z., Sarudin, A. Janan, D., and Omar, A. (2019) ‘The teaching of Malay essay writing based on an authentic approach, International Journal of Innovative Technology and Exploring Engineering (IJITEE). Vol. 8, No. 7S2, pp. 175-181.

43. Palpanadan, T@S., Ismail, F. and Abdul Rahim, S. (2015) Role of model essays in developing students writing skills in Malaysian schools: a review of literature. Mediterranean Journal of Social Sciences. Vol. 6, No. 2, pp. 56-61.

44. Perumal@Pormalu, S., Kamaruddin, R., Muthusamy.P., Mohamad Bakari, A. &Mansor, H.H (2017) Learning of Malay language as a second language among students of a TAMIL school. International Journal of the Malay World and Civilisation (Iman). Vol. 5, No. 1, pp. 45 –55.

45. Rustam, S and Mengke, Y (2020) Review of studies on technology-enhanced language learning and teaching. Sustainability. Vol. 12, No. 2, pp. 1-22.

46. Sarala @ Thulasi A/P Palpanadan, Fauziahbte Ismail dan Abdul Rahim bin Salam (2015) Role of model essays in developing students writing skills in Malaysian schools: a review of literature. Mediterranean Journal of Social Sciences.Vol. 6, No. 2, pp. 56-61.

47. Sarudin, A., Mohamed Redzwan, H. F, Osman, Z., and Mohd Ariff Al-Bakry, I. S. (2019a) ‘Using the Cognitive Research Trust scale to assess the implementation of the elements of higher-order thinking skills in Malay Language teaching and learning’, International Journal of Recent Technology and Engineering (IJRTE,), Vol. 8, No. 2S2, pp. 392-398.

48. Sarudin, A., Mohamed Redzwan, H. F., Osman, Z., Raja Ma’amor Shah, R. N. F., and MohdAriff Albakri, I. S. (2019b) ‘Menanganikekaburankemahiranprosedurdanterminologiawal Matematik: Pendekatan leksisberdasarkan Teori Prosodi Semantik’, Malaysian Journal of Learning and Instruction, Vol. 16, No. 2, pp. 255-294.

49. Shaahri, A.S., Yusoff, N. and Ghazali, M.I. (2018) Children of the orang asli minority in malaysia: achieving the malay language literacy. Malay Language Journal Education (MyLEJ). Vol. 1, No. 2, pp. 9-70

50. Smits, T.F.H., and Janssenswillen, P. (2019) Multicultural teacher education: a cross-case exploration of pre-service language teachers’ approach to ethnic diversity. International Journal of Qualitative Studies in Education.Vol. 33, No. 4, pp. 421- 45.

(9)

51. Tunde, N. (2019) Words that go together: teaching collocations in the EFL classroom. Acta Universitatis Sapientiae, Philologica. Vol. 11, Bil. 2. pp. 103-118.

52. Turan, Z. & Akdag-Cimen, B. (2019). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning. Vol. 32, No. 5. DOI: 10.1080/09588221.2019.1584117 53. Ujai, D.S. and Wan Mohammad, W.M.R (2017) Social factors influence in Malay language

teaching among Iban students. Malay Language Education Journal – MyLEJ. Vol. 7, No. 1, pp. 74-78.

54. Uman, L.S. (2011). Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry. Vol. 20, No. 1, pp. 57–59.

55. Wilcox, M.J., Gray, S. and Reiser, M. (2020) Preschoolers with developmental speech and/or language impairment: efficacy of teaching early literacy and language (TELL) curriculum. Early Childhood Research Quarterly. Vol. 51, No. 2, pp. 124-143.

56. Wingate, U. (2016) Lots of games and little challenge – a snapshot of modern foreign language teaching in English secondary schools. The Language Learning Journal.

57. Wyra, M. and Lawson, M., J. (2018) Foreign language vocabulary learning using the keyword method: strategy and meta-strategy knowledge.The Language Learning Journal. Vol. 46, No. 5, pp. 605-621.

58. Vancamfort, D., Hallgren, M., Firth, J., Rosenbaum, S., Schuch, F.B., Mugisha, J., Probst, M., Van Damme, T., Carvalho, A.F., and Stubbs, B. (2018) Physical activity and suicidal ideation: A systematic review and metaanalysis. Journal of Affective Disorder, Vol. 225, pp.438-448.

59. Yamirudeng, K. and Osman, Z. (2018) ‘Pembangunan modul pengajarandanpembelajaran Kursus Bahasa Melayu Elektifberdasarkanpendekatanpengajaransecarakontekstual’, Jurnal Antarabangsa Persuratan Melayu, Vol. 6, pp. 74-117.

60. Yamirudeng, K. and Osman, Z. (2019) ‘Penilaianformatifbahanpengajarandanpembelajaran Bahasa Melayusebagai Bahasa Asing di Thailand’, PENDETA Journal of Malay Language, Education and Literature, Vol. 10, pp. 91-105

61. Yang, Y.F. and Kuo, N.C. (2020) New teaching strategies from student teachers’ pedagogical conceptual change in CALL. Department of Applied Foreign Languages. National Yunlin University of Science & Technology doi: https://doi.org/10.1016/j.system.2020.102218.

Appendix

Included Articles By The Trending and Authors Suggestion of Second Language Learning

Num. Title of article Authors Language

learning strategy 1 Exploring EFL pre-service teachers’ adoption

of technology in a CALL program: obstacles, motivators and maintenance

Fathi, J and Ebadi, S (2020)

Computer-assisted language learning

2 Computer-assisted language

proficiencyassessment tools and strategies

Bahari, A. (2020) 3 review of studies on technology-enhanced

language learning and teaching

Rustam, S and Mengke, Y (2020)

4 speech technologies and the assessment of second language speaking: approaches, challenges, and opportunities

Litman, D., Strik, H and Lim, G.S. (2018)

5 Preparing EFL student teachers with new technologies in the Korean context. computerassisted language learning

Jeong, K. O. (2017)

6 CALL teacher professional growth through lessonstudy practice: an investigation into EFL teachers’ perceptions. computer assisted language learning,

Nami, F., Marandi, S. S., & Sotoudehnama, E. (2016)

7 Informal digital learning of English and strategiccompetence for cross-cultural communication: perception of varieties of English as a mediator

Lee, J.S. (2019)

8 Implementing digital game-enhanced pedagogy: supportive and impeding language

(10)

107 awareness anddiscourse participation

phenomena

9 Games people (don’t) play: an analysis of preserviceEFL teachers’ behaviors and beliefsregarding digital game-based language learning

Blume, C. (2019)

10 Lots of games and little challenge – a snapshotof modern foreign language teaching in Englishsecondary schools

Wingate, U. (2016)

11 Words that go together: teaching collocations in the EFL classroom

Tunde, N. (2019) 12 Enhancing summary of ESL learners via a

theory-based online tool: system development and evaluation

Chiou, S.C., Wen-Chi, V.W, Idris, N., Er, F.L and Yan, P.C. (2019)

- Words that go together: teaching collocations in the EFL classroom

Tunde, N. (2019)

Digital learning language

- Informal digital learning of English and strategiccompetence for cross-cultural communication: perception of varieties of English as a mediator

Lee, J.S. (2019)

- Enhancing summary writing of ESL learners via a theory- based online tool: system development

and evaluation

Chiou, S.C., Wen-Chi, V.W, Idris, N., Er, F.L and Yan, P.C. (2019)

13 New teaching strategies from student teachers’ pedagogical conceptual change in CALL

Yang, Y.F. and Kuo, N.C. (2020)

Computer-assisted language proficiencyassessment tools and strategies

Bahari, A. (2020) Speech technologies and the assessmentof

second language speaking: approaches,challenges, and opportunities

Litman, D., Strik, H and Lim, G.S. (2018)

Implementing digital game-enhanced pedagogy: supportive and impeding language awareness anddiscourse participation phenomena

Mcneil, L. (2019)

Learning

language using games

Games people (don’t) play: an analysis of preservice EFL teachers’ behaviors and beliefsregarding digital game-based language learning

Blume, C. (2019)

Lots of games and little challenge – a snapshotof modern foreign language teaching in Englishsecondary schools

Wingate, U. (2016)

14 Pre-schoolers with developmental speech and/or language impairment: efficacy of the teaching early literacy and language (TELL) curriculum

Wilcox, M.J., Gray, S. and Reiser, M. (2020)

Learning

language using specific module 15 Specific learning difficulties in second

language learning and teaching

Kormos, J. (2020) 16 The Implementation of problem based

learning (PBL) model improving students’ oral communication skill through lesson study

Najah, A.A., Rohmah, A.F. and Susilo, H. (2019) 17 Formative evaluation on the teaching and

learning materials of Malay language as a foreign language in Thailand

Yamirudeng, K. & Osman, Z. (2019)

18 Development of teaching and learning models of malay language course based on contextual approaches

Yamirudeng, K. & Osman, Z. (2018)

(11)

among international students at Universiti Malaysia Pahang

Ahmad, A.N. and Razali, J.R. (2018)

20 Learning of Malay language as a second language among students of a Tamil school

Perumal@Pormalu, S., Kamaruddin, R., Muthusamy. P., Mohamad Bahari, A. & Mansor,

H.H (2017)

Learning

language depend on students learning style 21 Malay language learning styles and

strategiesamong French students

Hassan, R. (2016) 22 Language learning strategies for

readingcomprehension: assessing the strategy use ofyoung adults at beginners’ level taking Chinese,German, Japanese or Spanish as foreign languagesat university

Bruen, J. (2017)

23 Language learning strategies in context Huang, S., H. (2016) 24 Malay language learning strategies use among

Chinese student through attitude and language skills

Mahamod, Z., Ab. Ghani, K.A. and Wan Mohammad, W.M.R (2016)

25 Malay language learning strategiesamong student at German

Muhd Zulkifli, N.Z. & Abu Bakar, S.S. (2016)

26 Student centered learning in teaching and learning of Bahasa Melayu in public university: implementation and acceptance students

Lambri, A. (2016)

27 Multicultural teacher education: a cross-caseexploration of pre-service language teachers’approach to ethnic diversity

Smits & Janssenswillen (2019)

Learning

language depend on teacher practices

28 Promotion of language learning strategies in theclassroom: EFL teachers’ perceptions

Angeliki, P.J., Eleni, A., Edgar, J., Areti-Maria, S., Vassilia, K, Konstantinos, P. and Zoe, G. (2018)

29 Foreign language vocabulary learning using thekeyword method: strategy and meta-strategyknowledge

Wyra, M. and Lawson, M., J. (2018)

30 Grammar teaching in secondary school foreignlanguage learning in England: teachers’ reportedbeliefs and observed practices

Liviero, S. (2017)

31 Teachers on the teaching and learning programs in students.

Abdul Sani, N. and Yunus, F. (2018)