Language Learning Strategies (LLS) is widely known to be able to help teachers and learners to achieve learning goals and to make possible the process of language learning. However, among the six categories of LLS as listed by Oxford (1990), different pupils will have different preferences of LLS to be practiced. Thus, this review will systematically determine the preferences of LLS by pupils with different English proficiency levels. Using 4 databases, namely Web of Science (WoS), Scopus, Educational Resources Information centre (ERIC) and Google Scholar. With several exclusion and inclusion criteria taken into consideration, 15 out of 233 articles from 2013 to 2022 were extracted and reviewed. First, the significant findings shows that pupils in different levels of education prefer metacognitive strategies the most and affective and memory strategies the least in learning English. Second, there was no significant relationship between the preferences of LLS between pupils in different proficiency levels. However, based on the findings there are still gaps in the ages of the participants in research about LLS. Generally, this review is useful for educators to know the suitable strategies to be utilized in their language classroom and in identifying the gaps for research in LLS and different English proficiency levels, to create a better English learning environment in the future
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In-Text Citation: (Syafawani & Hashim, 2022)
To Cite this Article: Syafawani, F. N., & Hashim, H. (2022). A Systematic Review of Language Learning Strategies Used by ESL Pupils with Different English Proficiency Levels (2013-2022). International Journal of Academic Research in Business and Social Sciences, 12(11), 1834– 1854.
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