Social Development Strategies of English as Second Language Learners for International Management

Abstract

Purpose: The goal of the current study is to investigate how English as a second language or English as a foreign language learners use teaching methodologies and to pinpoint any potential risk factors.   Theoretical framework: This research investigates whether elements like English language competency, academic success, learner environment, enthusiasm, psychology, etc. may be linked to the usage of study techniques by students who do not speak English as their first language.   Methods: The learning strategies that employ the language learners either outside/inside of the language classroom would be crucial for making easiness in language learning, and entertainment as well as more operative. This study indicates that most learners are from low academically deprived backgrounds and have low proficiency in English despite fairly high academic ability. The learners show higher scores for instrumental motivation compared to integrative motivation.   Results and conclusions: The findings suggest that the learners display a greater use of indirect strategies compared to direct strategies and suitable efficient as well as social strategies.   Finding implications: The findings show an interesting correlation with learning factors, such as a moderate positive correlation of proficiency in English with memory strategies, cognitive strategies, and metacognitive strategies as well as the fairly high correlation among clusters of learning strategies.   Uniqueness/value: The learner’s proficiency in English showed moderate positive correlation with three types of learning strategies: memory, cognitive and metacognitive.