Masturah Sabri
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Preferred name
Masturah Sabri
Official Name
Masturah, Sabri
Alternative Name
Sabri, Masturah
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Scopus Author ID
58093844100
Researcher ID
IQZ-9291-2023

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Comparative study of language learning strategies used by first-year students at Prince of Songkla University, Pattani Campus, Thailand and UniMAP, Malaysia

2019-12 , Rongdara Rochanahasadin , Liew Khe Li , Masturah Sabri , Kanya Pornwasanying

The purposes of this study were (1) to explore language learning strategies used by firstyear Prince of Songkla University (PSU) and UniMAP students; and (2) to compare their use in terms of gender and nationality. The instrument used to collect data was the Oxford’s Strategy Inventory for Language Learning (SILL) Version 7.0, which consists of six categories of language learning strategies: memory, cognitive, compensation, metacognitive, affective and social strategies. The 68 subjects were 10 first-year English majors and 58 first-year students enrolled in Foundation English courses required at each university. The data was analyzed for mean and standard deviation. Results showed that both Thai and Malaysian students used English learning strategies at a high level in all the categories. Metacognitive strategies were most frequently used among the students while memory strategies were employed the least. It was also found that genders and nationalities did not affect learning strategy use.

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Using form focused instruction on teaching formulaic sequences among EFL undergraduates

2021-12 , Noor Farahhein Johari , Masturah Sabri , Noriha Basir , Sri Kandy Putri Abdul Hamid Naru , Jasin Abd Halim

This research looks into the impact of explicit form-based instruction (FFI) on the understanding of English as a foreign language (EFL) student in written tasks. The research also explored the internalisation after treatment of formulaic sequences. Data were compiled from dif erent L1 backgrounds among EFL students. A pre-test, post-test, and delayed post-test were followed in the task design. The formulaic sequences were selected and taught through the intervention sessions. Learning gains have been assessed in three separate periods in the same written test set. The findings showed that students gain significant learning from pre-test to post-test of participants; recognition and internalisation of formulaic sequences also indicated that participants have internalised a large number of formulaic sequences in their long-term memory. Lastly, the findings indicate that focused instructions on formulation sequences lead to an ef icient learning and internalisation of linguistic features.

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