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 Osman2*, Anida Sarudin3,
Husna Faredza Mohamed Redzwan4
1,2,3,4
Fakulti Bahasadan Komunikasi, Universiti Pendidikan Sultan Idris
1
anisizzati21@gmail.com, *2zulkifli@fbk.upsi.edu.my, 3anida@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:

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 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).
 Nor Anis Izzati Bt Muhamad Sahlan1, Zulkifli Osman2*, Anida Sarudin3, Husna Faredza Mohamed Redzwan4

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-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

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 A Systematic Review of Second Language Learning:Trends and Suggestions

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.

Teacher-Centred Language 5

Module-Assisted Language Learning Learning 6

Student-Centred Language Learning Styles 7

Computer-Assisted Language Learning 13

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

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 A Systematic Review of Second Language Learning:Trends and Suggestions

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 learning-base games which require multi-skills specific in their development.

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 Nor Anis Izzati Bt Muhamad Sahlan1, Zulkifli Osman2*, Anida Sarudin3, Husna Faredza Mohamed Redzwan4

Learning Language Using Games 3

Application of Digital Language Learning 6

Development of Second Language (L2)

4
Modules

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 21 st-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.

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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 Fathi, J and Ebadi, S (2020)
of technology in a CALL program: obstacles,
motivators and maintenance
2 Computer-assisted language Bahari, A. (2020)
proficiencyassessment tools and strategies
3 review of studies on technology-enhanced Rustam, S and Mengke, Y
language learning and teaching (2020)
4 speech technologies and the assessment of Litman, D., Strik, H and Computer-
second language speaking: approaches, Lim, G.S. (2018) assisted language
challenges, and opportunities learning
5 Preparing EFL student teachers with new Jeong, K. O. (2017)
technologies in the Korean context.
computerassisted language learning
6 CALL teacher professional growth through Nami, F., Marandi, S. S., &
lessonstudy practice: an investigation into Sotoudehnama, E. (2016)
EFL teachers’ perceptions. computer assisted
language learning,
7 Informal digital learning of English and Lee, J.S. (2019)
strategiccompetence for cross-cultural
communication: perception of varieties of
English as a mediator
8 Implementing digital game-enhanced Mcneil, L. (2019)
pedagogy: supportive and impeding language

106
 A Systematic Review of Second Language Learning:Trends and Suggestions

awareness anddiscourse participation

phenomena
9 Games people (don’t) play: an analysis of Blume, C. (2019)
preserviceEFL teachers’ behaviors and
beliefsregarding digital game-based language
learning
10 Lots of games and little challenge – a Wingate, U. (2016)
snapshotof modern foreign language teaching
in Englishsecondary schools
11 Words that go together: teaching collocations Tunde, N. (2019)
in the EFL classroom
12 Enhancing summary of ESL learners via a Chiou, S.C., Wen-Chi, V.W,
theory-based online tool: system development Idris, N., Er, F.L and Yan,
and evaluation P.C. (2019)
- Words that go together: teaching collocations Tunde, N. (2019)
in the EFL classroom
- Informal digital learning of English and Lee, J.S. (2019)
strategiccompetence for cross-cultural
communication: perception of varieties of
English as a mediator
- Enhancing summary writing of ESL learners Chiou, S.C., Wen-Chi, V.W,
via a theory- based online tool: system Idris, N., Er, F.L and Yan,
development P.C. (2019) Digital learning
and evaluation language
13 New teaching strategies from student Yang, Y.F. and Kuo, N.C.
teachers’ pedagogical conceptual change in (2020)
CALL
Computer-assisted language Bahari, A. (2020)
proficiencyassessment tools and strategies
Speech technologies and the assessmentof Litman, D., Strik, H and
second language speaking: Lim, G.S. (2018)
approaches,challenges, and opportunities
Implementing digital game-enhanced Mcneil, L. (2019)
pedagogy: supportive and impeding language
awareness anddiscourse participation
phenomena
Games people (don’t) play: an analysis of Blume, C. (2019) Learning
preservice EFL teachers’ behaviors and language using
beliefsregarding digital game-based language games
learning
Lots of games and little challenge – a Wingate, U. (2016)
snapshotof modern foreign language teaching
in Englishsecondary schools
14 Pre-schoolers with developmental speech Wilcox, M.J., Gray, S. and
and/or language impairment: efficacy of the Reiser, M. (2020)
teaching early literacy and language (TELL)
curriculum
15 Specific learning difficulties in second Kormos, J. (2020)
language learning and teaching
16 The Implementation of problem based Najah, A.A., Rohmah, A.F.
Learning
learning (PBL) model improving students’ and Susilo, H. (2019)
language using
oral communication skill through lesson study
specific module
17 Formative evaluation on the teaching and Yamirudeng, K. & Osman,
learning materials of Malay language as a Z. (2019)
foreign language in Thailand
18 Development of teaching and learning models Yamirudeng, K. & Osman,
of malay language course based on contextual Z. (2018)
approaches
19 Malay language teaching and learning strategy Osman, J., Mohamad, J.B.,

107
 Nor Anis Izzati Bt Muhamad Sahlan1, Zulkifli Osman2*, Anida Sarudin3, Husna Faredza Mohamed Redzwan4

among international students at Universiti Ahmad, A.N. and Razali,

Malaysia Pahang J.R. (2018)
20 Learning of Malay language as a second Perumal@Pormalu, S.,
language among students of a Tamil school Kamaruddin, R.,
Muthusamy. P., Mohamad
Bahari, A. & Mansor,
H.H (2017)
21 Malay language learning styles and Hassan, R. (2016)
strategiesamong French students
22 Language learning strategies for Bruen, J. (2017)
readingcomprehension: assessing the strategy
use ofyoung adults at beginners’ level taking Learning
Chinese,German, Japanese or Spanish as language depend
foreign languagesat university on students
23 Language learning strategies in context Huang, S., H. (2016) learning style
24 Malay language learning strategies use among Mahamod, Z., Ab. Ghani,
Chinese student through attitude and language K.A. and Wan Mohammad,
skills W.M.R (2016)
25 Malay language learning strategiesamong Muhd Zulkifli, N.Z. & Abu
student at German Bakar, S.S. (2016)
26 Student centered learning in teaching and Lambri, A. (2016)
learning of Bahasa Melayu in public
university: implementation and acceptance
students
27 Multicultural teacher education: a cross- Smits & Janssenswillen
caseexploration of pre-service language (2019)
teachers’approach to ethnic diversity
28 Promotion of language learning strategies in Angeliki, P.J., Eleni, A.,
theclassroom: EFL teachers’ perceptions Edgar, J., Areti-Maria, S.,
Vassilia, K, Konstantinos, P.
and Zoe, G. (2018) Learning
29 Foreign language vocabulary learning using Wyra, M. and Lawson, M., language depend
thekeyword method: strategy and meta- J. (2018) on teacher
strategyknowledge practices
30 Grammar teaching in secondary school Liviero, S. (2017)
foreignlanguage learning in England:
teachers’ reportedbeliefs and observed
practices
31 Teachers on the teaching and learning Abdul Sani, N. and Yunus,
programs in students. F. (2018)

108