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Systematic Literature Review of Language Learning Strategies for Reading

Skills in English for Specific Purposes among Business Students

Article · December 2021

DOI: 10.6007/IJARBSS/v11-i12/11522

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Systematic Literature Review of Language Learning
Strategies for Reading Skills in English for Specific
Purposes among Business Students
Nurzawanah Rohaizat, Azlina Abdul Aziz
To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v11-i12/11522 DOI:10.6007/IJARBSS/v11-i12/11522

Received: 13 October 2021, Revised: 17 November 2021, Accepted: 30 November 2021

Published Online: 14 December 2021

In-Text Citation: (Rohaizat & Aziz, 2021)

To Cite this Article: Rohaizat, N., & Aziz, A. A. (2021). Systematic Literature Review of Language Learning
Strategies for Reading Skills in English for Specific Purposes among Business Students. International
Journal of Academic Research in Business and Social Sciences, 11(12), 139–159.

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Systematic Literature Review of Language

Learning Strategies for Reading Skills in English
for Specific Purposes among Business Students
Nurzawanah Rohaizat1,2, Azlina Abdul Aziz2
1General Studies Department, Politeknik Sultan Abdul Halim Mu’adzam Shah, 06000 Jitra,
2Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi

Email: [email protected]

Abstract
This article analyses English language learning strategies adopted by students in learning
English for Specific Purposes (ESP). Despite a broad study in language learning, there is still a
scarcity of empirical evidence to emphasise the importance of LLS and the impact on students’
performance for ESP specifically. This topic is significant in reflecting the strategies and their
adaptability by targeted students. It involves a systematic review of literature and studies
from Malaysia and other parts of the world between 2009 and 2021. It references published
research studies, analyses books and strategies students use in learning English and especially
for specific purposes and reading skills. Out of 50 previous studies, 20 were chosen for a
thorough analysis ranging from research journals, reports, and books on definitions and
growth and development of ESP, and strategies for learning ESP. The studies revealed that
though the majority of ESP students in Malaysia have embraced self-directed English language
learning strategies, there is still a gap in the English proficiency in the Malaysian education
system. While acknowledging the limitation occasioned by a smaller sample size, the study
recommended the adoption of language learning from an out-of-classroom perspective and
understanding the significance of Business English to students.
Keywords: Language Learning Strategies (LLS), English for Specific Purposes (ESP), Reading
Skills, Business English

Introduction
In language learning, the aspect of reading is a special component that plays the role
of promoting vocabulary development and expansion in students. Reading assists the learners
in the development of cognitive skills and enhances their level of comprehension on the
different disciplines they undertake. The importance of reading skills in the development of
learners’ knowledge is highlighted by Uribe-Enciso (2015). He suggests that reading skills
development assists in the development of written discourses and the syntactic structures of
languages. Students are assisted through reading in the development of their critical,
imaginative, analytical, evaluative, judgmental, and problem-solving skills (Benraghda,
Radzuan & Ali, 2017).

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In this article, an analysis of English language learning strategies adopted by students

in learning English for Specific Purposes is undertaken. A systematic review of available
literature regarding the subject matter is carried out, especially concerning Malaysia and
other parts of the world. The report references published research studies, an analysis of
books and strategies students use in learning English and especially for specific purposes. The
paper contains parts such as the criteria used to collect the research papers, a critical analysis
of the papers, the criteria used for the investigation, the findings from the literature reviewed,
gaps in the explored research, and the significance of the study.
ESP students need to have a firm grasp of the vocabulary used in their subjects and in
the real world. For example, while speaking in the corporate world is important, learning how
to carry out business-related responsibilities is vital for business students (Benraghda,
Radzuan & Ali, 2017). The general business settings involve making business reports,
delivering presentations, expressing opinions, and conducting meetings. In addition to the
mentioned, other aspects of Business English, involve constructing emails, writing letters,
making applications for different roles, and understanding various job profiles (Damanik,
2020).
In general, learning English for Specific Purposes prepares students for life in
corporations and office settings. Using the business example, knowledge in Business English
prepares students for the general corporate world and specific areas they choose to venture
in, such as law, politics, finance, marketing, and engineering. To be able to assist in advancing
English for Specific Purposes, a needs assessment and analysis are vital (Nambiar, 2007).
Proficiency is one aspect of ESP that can be used to evaluate students. It can also help to know
their needs and design strategies that can be adopted in helping students learn English for
Specific Purposes.

Research Objectives
The main goals of this systematic literature review are making a presentation and
synthesising the empirical evidence available from previous related research studies on the
strategies that can be adopted to improve ESP learners, their comprehension of the various
disciplines’ subject matters and the teachers.

The objectives of the study were:

i. To examine the English Language Learning strategies adopted by ESP Students for
reading skills.
ii. To examine the effectiveness of the English Language Learning Strategies for reading
comprehension employed by the ESP students

Research Questions
This study aims at identifying the available literature concerning English Language
Learning strategies and especially to ESP students. Although there have been studies on the
subject matter, a minority of the studies have been focused on the need assessment,
implications on the same on students and teachers, etc. For this study, the following questions
guided the scope of the study:
i. What strategies with regard to reading can be used to teach ESP learners in improving
their comprehension during the reading process?
ii. What is the existing literature regarding English for Specific Purposes?
iii. What are the general characteristics of teaching and learning in ESP?

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iv. Which business students can adopt English language learning strategies in learning
ESP?
v. What is the status of ESP in the context of Malaysia in general?

Literature Review
In this chapter, a review of the available literature will be done concerning the main issues
affecting reading strategies. The report will also address English for Specific Purposes. The
study will first deal with the relevant definitions of ESP, its growth and development until the
level of becoming Business English. The importance of speaking and writing in ESP is also
addressed.

Development of English for Specific Purposes (ESP)

The emergence of ESP began early in the 1960s, and the sector has continued to grow
with each passing day. After English became a lingua franca, the values, interests, and ESP
need have multiplied immensely. Technological advancements and the growth in science
have contributed to the need for ESP courses. In addition to this, business development,
industrialisation, and globalisation have led to proper and efficient communication means.
English has become the international vehicle of communication. Although not yet fully
developed, ESP is in the process of development involving some stages. All the steps have
always revolved around language, and ESP has been mainly concerned with preparing
students to develop communication skills, creativity, and professionalism. There have been
factors that have led to the development of ESP, according to (Damanik, 2020).
The birth of ESP has been attributed to three factors, namely, the demands of the
changing world, developments in linguistics, and a shift of focus towards the students. In its
development, ESP has undergone numerous stages, which have been discussed briefly below.
The first stage can be dated back to the late 1960s and the early years of 1970. The emergence
of ESP can be linked with Peter Strevens. The core component of this aspect was that it based
its argument on the assumption that each discipline establishes a register specific to it. The
belief made was that each body, such as science, biology, and engineering establish its
particular register. The analysis on the register, in general, did not show anything new to what
was already in existence in General English. However, register analysis aimed to come up with
syllabi that consider learners’ needs.
The second stage of ESP development involved an analysis of rhetoric or discourse.
The two main pioneers of the second stage are Lackstorm, Selinker, and Trimble in 1973.
During this phase, two sub-stages also occurred. The first stage was involved in studying the
structure of a sentence. The second level shifted the attention from the sentence structure
to a notch higher. Instead of generally dealing with the structure of a sentence, the ESP
became concerned with rhetorical analysis. In this stage, a line is drawn between commercial
texts and the rhetorical structure of the texts.
The third stage of ESP development involved an analysis of the target situation. In this
stage, an attempt is made towards setting the present knowledge on a more systematic
grounding. The designing of an ESP course should involve identifying the target situation and
then making scrutiny of the linguistic features of such a scenario. It is in this phase where
students’ needs are analysed with the aim of meeting them.
The next phase involves skills and strategies. An approach that is skill-centred focuses
on developing skills and strategies that students require to understand and deduce meanings
from any discourse they face. It is important to ensure that the reading and listening

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strategies are employed in this context appropriately. The last step is a learning-centred
approach. In this regard, the focus is shifted from language description to language learning.
The other four phases have all been concerned with describing language rather than its
learning. An approach that is learning-centred is concerned with how language is normally
taught. The main emphasis is given on grammar, the use of the dictionary, and reading books
to learn about languages. This phase is focused on the comprehension of the processes of
learning a language.

English for Specific Purposes (ESP)

After preliminary reviews of available literature, ESP is noted to have been studied
repeatedly. This means that various definitions have also been brought forward. However,
there has not been a unanimous agreement on the most basic definition of ESP in general. A
claim by Dudley-Evans and St. John (1998) depicts ESP to have no relationship with the
content. However, they claim that it should always reflect underlying concepts and activities
of a broader discipline. This statement means that ESP does not have to directly correlate
with specific disciplines that students’ study (Mazli, 2007). That being said, it should, however,
reflect a business context with authenticity. The strategies used in teaching ESP should show
a reflection of the disciplines or the careers it serves.
An observation by Ahmad (2007) contradicts the claims made by the mentioned
authors. The research suggests that ESP has a direct relationship with the contents of the
specific subjects. This means that there is a level of direct specificity that should be
maintained regarding the topics, vocabulary or skills, and the related discipline’s contents. He
claims that the activities conducted, and the content taught in class should reflect an
authentic and appropriate business atmosphere. The advantage of this is that students will
acquire the relevant skills to help them deal with given situations appropriately and
efficiently. Ahmad (2007) argues that there should be a concrete link between ESP teaching
and the contents of the discipline. To mediate between their ideology and that of Ahmad
(2007), Dudley-Evans and St. John (1998) modified the definition of ESP. The two presented
two main characteristics: absolute and variable.
Concerning absolute characteristics, they defined ESP as being designed to meet the
specific needs of students and make use of underlying activities and techniques of the
discipline served. Absolute features were identified, showing ESP to be centred on the
language, appropriate genres, discourse, and skills. Concerning language, it means the overall
sense of lexis, grammar, and the register.
Variable characteristics showed that the ESP can have a relationship with special
disciplines. It also indicated that ESP might utilise varying methodologies from those
employed in general English. Adult learners were also found to have a higher likelihood of
being designated to ESP during their tertiary education or professional work. Lastly, ESP was
generally designed for middle students but could be of help to beginners (Ismail, 2008).
Damanik (2020) suggested that the ESP approach to learning a language was founded
on the student’s decision to learn and their reasons behind it. They claimed that such an
approach to language teaching had the methodology and content dependent on the students’
reasons for learning. This means that an assessment and analysis of the needs of the students
was a key component of ESP. Taking into consideration the needs of the learners were a
distinctive feature of ESP. The student’s reasons for studying ESP should altogether be
considered when designing the course. Courses dealing with ESP should be based on the
needs analysis of the learners and should try and meet the special needs of each learner.

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Research studies concerning ESP are very few in Malaysia as applies to studies on
Business English in the country. The relatively low numbers of studies that have been
conducted involve students in institutions of higher education. According to Mustaffa (2006),
the majority of undergraduate students lack the necessary note-taking skills. This translates
into them experiencing problems with regard to participating in discussions and listening to
lectures. The study pinpointed those students in universities and colleges were faced with
challenges of transition. It is the expectation that the transition between secondary schools
and universities or colleges be smooth for students. The expectations are based on the fact
that the students will have the basic critical and literary skills and abilities required in meeting
the academic demands of the institutions they join.
Ahmad (2007) showed that students were having limited critical abilities and could
not respond appropriately to texts. The learners also lacked the conventions necessary for
academic writing. Moreover, the results were faced with the challenge of writing well in the
business discipline (Krishnakumari, Paul-Evanson, & Selvanayagam, 2010). The study further
showed that transitioning students do not get enough preparation in secondary school to
meet the reading demands at the university level. Moreover, students in institutions of higher
learning were discovered to have limited knowledge of vocabulary. The learners had a weak
understanding of complex sentences. The vocabulary being a key component of academic
reading, the students' performance was shown to be affected in areas dealing with contents
of subjects and especially business (Ahmad, 2013).
Research by Aziz (2007) showed that learners in tertiary institutions were faced with
language anxiety when it came to making presentations or speaking English. The study found
out that the students felt more comfortable while using Bahasa Malaysia to communicate,
either formally or informally.
To the end of this review, the literature explored shows the levels of English learning
in the Malaysian scenario. The review illustrates the need for making a reassessment of the
approaches used in teaching English as well as ESP. One of the standout recommendations is
the incorporation of out-of-classroom activities and practices in learning. There is also the
need to make deliberations about the socio-cultural impacts of Bahasa Malaysia on English
literacy learning (Paltridge & Starfield, 2014). The different researchers unanimously call for
the assessment and understanding of the needs of learners to promote adequate learning
among the students.

Business English
English for Specific Purposes has several aspects, one of which is Business English. ESP,
in general, has two broad categories: English for Occupational Purposes (EOP) and English for
Academic Purposes (EAP). EOP is concerned with English that is in close relationship with
vocational or professional scopes or both. On the other hand, EAP is further sub-categorised
into English for Specific Topics, English for Business and Economics, and English for Social
Studies. Out of the three, English for Business and Economics is greatly developed compared
to the rest. The reason behind this fact is that there has been an increasing demand in need
for learners in various spheres such as management, finance, accounting, banking, and
marketing (Ali, 2008).
There have been arguments that business English should be considered as the general
context of ESP. This argument is made by Ellis and Johnson (1994) and supported by Chaka
and Booi-Ncetani (2015). They suggest that business English shares the most vital
components of needs assessment and analysis, design of syllabi and course, as well as the

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materials with the rest of the other fields. Business English is regarded as placing needs
analysis at the forefront during the process of designing the course. The needs of the students
include their specific objectives in the course and the type of language they prefer while
conducting their classroom activities.
At the beginning of ESP, textbooks dealing with Business English presented
vocabularies that were in written texts and dialogues connected to certain subjects. The
books made assessments based on exercises that dealt with reading comprehension,
definitions of particular words, and constructing sentence structures. This approach to the
introduction of concepts was founded on the assumption that the student had prior
knowledge of the language but could not apply the language in the contemporary world. This
introductory approach did not involve activities related to interaction, communication and
written correspondences.
When the focus is on reading alone, research has shown that it is an inadequate skill
that students cannot depend on to become effective in communication in a business or
related world. Having reading skills alone cannot enable learners to become effective in their
communication within the business world and this has triggered researchers to find the
suitable means of developing communication skills (Chaka & Booi-Ncetani, 2015). Effective
communication skills include reading, speaking, writing, and listening within the contexts of
the corporate world. Although proponents of this theory are correct to some extent, they
make a wrong assumption that all students have the basic knowledge of English grammar.
In the late 1970s and early 1980s, there was a shift in Business English to functional
areas. This implies that there was an introduction of the aspect of giving opinions, agreeing,
and disagreeing on ideas and concepts. Practical activities such as listening, booking
appointments, etc., were introduced. Towards the end of the 1980s, there was real
development in business English. Studies focused on improving the existing bodies of
knowledge with a special focus on the development of students’ skills. The learners’ skills
acquired for language usage needed ways to be honed and further developed. During this
period, business books, articles, and journals were published. Companies gave the allowance
for their employees to attend courses. The courses were intended to enable them to increase
their proficiency and productivity in their job roles.
In the current world, communication should be effective and without the risk of
misunderstanding. Wrong messages could be costly to a company and could damage the
reputation of a corporation. Communication should be clear, specific, objective, and concrete.
A business writer will prefer to use short sentences using simple language.

Language Learning Strategies

Direct Strategies
The direct learning strategies are important in the mastery of English language reading,
writing, listening, and speaking skills. The ESP classroom stresses the application of
metacognitive, compensation, and cognitive strategies to develop these critical language
skills. The ESP teachers play the role of materials providers, course designers, evaluators,
researchers, and learning collaborators to create a student-centered approach to learning
that enhances successful mastery of English language skills (Chalikandy, 2013). Memory
strategies are useful in language learning because they enable the student to store and
retrieve information such as words and meaning. Thus, memory strategies boost the
development of vocabulary and comprehension. Cognitive learning engages the senses in a
conductive and long-lasting way, thereby enhancing memory and mastery of learned

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information. This active, immersive learning process improves reading, comprehension, and
speaking skills through better retention capacity and memory. Nevertheless, Nambiar (2007)
observed that excessive reliance on cognitive strategies such as heavy reliance on the
dictionary to help read and understand a text might hamper the effectiveness of the
development of reading skills.

Indirect Strategies
The metacognitive learning strategies effective for learning ESL include interactive
discussions, relying on coursework for guidance, taking notes, using planning to organise
thoughts, and practising writing (Jamalai & Krish, 2021). Affective learning strategies focus on
the students’ attitudes, values, motivations, and perceptions towards learning. The study by
Pandian (2002) found that a shift from knowledge‐based rote learning to self‐access learning
that promotes independence and life‐long learning had led to the development of critical
thinking and other 21-century learning skills, attitudes, and perceptions that promote
affective learning. Social learning strategies rely on factors in the social environment to
promote learning. According to the findings of the study by Kavaliauskienė (2009), all learners
need the support of their mother tongue in English classes to enhance the learning outcome.

English Language Learning Strategies

Developing an environment characterised by cultural responsiveness and mutual
relationships is the first step in promoting English language learning. One way to show cultural
responsiveness is to provide mother tongue support to enhance comprehension of words and
contextual meanings (Kavaliauskienė, 2009). The second strategy is to teach English language
skills across the school curriculum. As Ahmad (2013) observed, education systems should not
equate language education exclusively to any specific learning institutions; rather, they ought
to distribute language learning throughout all phases of learning. Other than incorporating
native language in the learning process, there is the need to adopt the use of technology in
English language learning. Azmuddin et al (2020) observed that students in an online reading
environment attained better reading comprehension facilitated by digital annotation tools.
These findings reiterate the importance of adopting technology to promote learning of the
English language.

Reading Skills
Decoding, understanding the meaning of a word in a context or of a sentence in a
paragraph is one of the most important reading skills. Fluency in the pronunciation of words
is the second most important reading skill. Other skills include vocabulary and sentence
construction and cohesion. Jamalai and Krish (2021) recommended the use of online
discussion forums (ODF) to promote linguistic skills through knowledge sharing and
discussions on the assigned group tasks. The ODF provides a platform for promoting mastery
of sentence construction and cohesion skills as well as language vocabulary. The ODF further
enhances reasoning and background knowledge, which are important for successful reading
of passages. Attention and working memory are critical reading skills that students develop
through continuous practice in an environment that supports learning of the English
language.

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The Case for Malaysia

Research on English Language Learning in Malaysia
After reviewing research studies carried out to examine English learning in schools in
Malaysia, findings show that the national language (Bahasa Malaysia) has a huge influence
over the former. Some of the studies conducted can be discussed as follows:
A study conducted to determine the level of interference of Bahasa Malaysia by
Maros, Hua, and Salehuddin (2007) shows that the national language is a big inhibitor to
English acquisition. The study was conducted on Form One students, and after analysis of the
errors in the students’ essays, it was found out that mother tongue interference was a
significant factor. The 120 students were prone to making errors in the use of articles and had
problems in making sentences with a subject-verb agreement. However, the study also found
out that although the majority of the students were influenced by Bahasa Malaysia to make
mistakes, other factors had been left out of the study, such as the attitudes of the students
and perceptions of their teachers towards the English language.
Another research study by Jalaludin et al (2008) examines the syntactical and
morphological alterations between English and Bahasa Malaysia. The work concludes that
differences in linguistics are the number-one factor influencing the ability of students to learn
English. The study was conducted on over 300 students and showed that the students had
major weaknesses in grammar and especially syntax and morphology. The study indicated
that the form two students have difficulties in affixes and plural. The reason behind this was
that Bahasa Malaysia did not have such linguistic variables in existence. The study also found
the use of copula “be” being wrong in most cases with a problem in the subject-verb
agreement and relative pronouns. In addition to the structural and syntactic differences in
the two languages' sentences, the study also identified other factors such as poor attitudes,
disinterest towards learning English, and an unenthusiastic surrounding as hindrances to
learning English.
Another study carried out an analysis of essays written by form four students in a semi-
urban school. Darus and Subramaniam (2009) found out that the students had difficulties in
applying correct grammatical rules in the sampled essays. The study was conducted on over
fifty students, and the findings were in support of the two previous research reports. The
study also highlighted common errors in grammar made by the students. The subject-verb
agreement was the most common error, followed by the wrong use of singular and plural
forms. The students also had problems with the use of tense, prepositions, and inappropriate
choice of words. The study findings imply that the students had not yet grasped the most
basic sentence structures and grammar even though they had been in school for numerous
years learning English.
Evidence from a study by Stapa and Abdul Majid (2006) indicates that the use of the
national language in writing instruction promoted better writing literacy in learners with
limited English proficiency. Through an experimental research study, the researchers
corroborate that using Bahasa Malaysia to teach students with limited ability in English has a
positive impact. The use of the national language in developing ideas led to the production of
essays that were of better quality overall. The criteria for determining quality were through
overall scores, the content, organisation, and language.
Another study by Rahman (2005) confirms that the use of the national language,
Bahasa Malaysia, has a positive impact when used in English class instruction. She asserts that
the use of Bahasa Malaysia has a positive effect on her respondents’ process of learning
English. The research reported that her students felt comfortable explaining problematic

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English language passages in Bahasa Malaysia. The respondents also enjoyed using translation
resources at their disposal and facilitating a better understanding of texts. However, not all
researchers seem to agree on using Bahasa Malaysia in teaching the English language.
According to his findings, Ali (2008) argues that teachers used the national language because
of the pressure to have their students get good grades in their exams.
Nambiar, Noraini Ibrahim, and Pamela seem to concur concerning the issue. The
researchers conducted a study to examine the language learning strategies among form two
students. The study results indicated an underutilisation of language learning strategies, and
that the participants’ underdevelopment of the said strategies was to blame for the
weaknesses. The study revealed that learners preferred using language-learning strategies
that required little critical and analytical effort. Over 60% of the respondents admitted to
having to rely on Bahasa Malaysia to comprehend English literacy texts.
Research studies carried out at the secondary school level in Malaysia offer a glimpse
of the state of English literacy in the country since the language is generally acquired at that
level (Azman, 2009). The majority of the students in Malaysia live in rural areas and rarely
experience contact with English. Generally, the studies discussed regarding English learning
in secondary schools in Malaysia indicate that Bahasa Malaysia has a very strong influence on
the English learning process. The use of the mother tongue interferes with the way English is
learned and used. Bahasa Malaysia can be attributed to the wrong use of grammar rules,
syntax, and morphology. The majority of the students were found to refer to their mother
tongue while writing essays. There was also an observed use of direct translations or use of
dictionaries to get meanings of words and comprehend texts in English.
The Malaysian system of education emphasises reading and writing skills that are
purely focused on the mastery of grammar rules. These are the tested items in both the school
and national examinations. This means that learning English in this context involves its
mechanics without connecting it to real-life communication activities (Bykonia et al., 2019).
The element of socio-cultural language learning is neglected, and students have fixed ways of
using the language.

Research Methodology
Methods of Finding Literature
For this research study, a literature review was conducted to evaluate the available
resources regarding English Language Learning Strategies, ESP, and the Business English
subject matter. In this report, academic resources such as articles, books, and other relevant
information are used to increase knowledge about the topic. The study explores literature
that exists concerning English Language Learning and ESP in Malaysia and the context of the
world. For this specific study, a literature search and evaluation were conducted to sort out
the relevant material.

Inclusion Criterion
For this study, the included papers provided guidance on the methodology of directing
a literature review. The literature that was included covered topics dealing with English
Language Learning, ESP, and English Language Learning Strategies. The study paid special
attention to education and relevant literature concerning the English language and ESP and
the strategies used in learning both. The research review focused on studies that were written
in English.

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Identifying Literature
The literature search for this study involved keywords such as “English Language
Learning Strategies,” “Literature for English for Specific Purposes,” “English Language
Learning Strategies Adopted by ESP Students in learning,” “English Language Learning for
Students in Malaysia,” and other related keywords. For each of the identified research papers,
a preliminary relevance was determined through its title. Regarding the title, the content was
used to ascertain the subject matter. The manuscripts that discussed the subject matter and
the relevant literature review were used. For such resources, the full reference was taken,
and it included the author(s), the year of publication, and the abstract of the material for
further analysis and evaluation.
The search process involved the use of various databases to access the materials.
Scholarly domains such as JSTOR, Google Scholar, ERIC, Sage, and Google were used. Out of
the five, the Education Resources Information Center (ERIC) was the most commonly used.
The reason behind it is that it is an online digital library concerned with educational research
and related information. Because of the limited scope of the research regarding the available
information, the study did not have any limitations to the date of publication of the materials
used. The only concern was the relevance of the materials and not the publication date.

Screening
After searching for the relevant materials for the study, the obtained search record
was of over fifty materials. Out of the acquired materials, fifty relevant documents were
screened for inclusion for this research study. The fifty studies that were settled on from the
screening and their relevance were recorded for further analysis of the findings and relevant
assessment.

Assessment for Eligibility and Quality

After obtaining the relevant articles, skimming was done on the full-text articles for
further evaluation. The main reason was to check for the quality and the eligibility of the
studies. Regarding this, books and journal articles were included. However, before inclusion,
the reputation of the publishers was scrutinised, and those deemed reliable were used. Apart
from books and journal articles, very few high-quality reports were used. These reports had
to be assessed to check their quality as well. Quality in this context revolved around the cited
references used in the reports. Before including the articles for the study, a series of iterations
were conducted. Forward and backward searches were conducted to identify the literature
review techniques utilised for the analyses. It was also completed to filter out articles related
to Malaysia's context and business English.
Generally, the inclusion criteria involved publications that were academic in nature
and peer-reviewed studies. In this case, the material must have explored the learning of
English for Specific Purposes. The exclusion criteria involved disregard for no academic
materials, poorly conducted research studies, and ill-reputed publishers. The mainly used
databases for searching the materials were ERIC and Google Scholar. The two databases were
essential because they provided academic resources in nature and with the option of filtering
peer-reviewed sources.

Results
After conducting the mentioned process of systematic review, the result can be seen below.

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Table 1: Summary of the past related studies related to the reading strategies in learning
English language
Number of
Article participants in the Research design Results
studies
Darus & The study evaluates Comprehensive The results identified verb tense,
Subrama errors in a corpus of review of written preposition, word order,
niam 72 essays written by essays and Markin singular/plural form, word choice,
(2009) 72 participants software and subject-verb agreement as the
sampled from Form six most frequent errors among ESL
Four students from a learners. The results highlighted the
secondary school in common areas of struggle for ESP
Malaysia students on which the preparation of
effective teaching materials should
focus
Kaur & The study sample The researchers The findings identified
Clarke comprised of 3 used communicative events such as
(2009) managers and 25 questionnaires and speaking during or chairing meetings,
employees from the interviews to editing written materials, and writing
HR departments of collect data reports as important in the
two US corporations development of language skills.
in Penang, Malaysia
Kavaliaus The participants The study used the Based on the findings, all learners
kienė included 55 survey method to require the support of L1 in English
(2009) students, aged 18 to collect data which classes. However, the level of
22, studying English was later analysed support depends on the learner’s
for Specific Purposes using the Statistical proficiency in English language.
(ESP). The students Package for the
were predominantly Social Sciences
females at the (SPSS) software
intermediate and pre
–intermediate levels,
majoring in Social
Sciences at the
Mykolas Romeris
University, Vilnius,
Lithuania
Razawi Participants included The study used The results categorised students’
et al 99 students of Kuala questionnaires and learning styles into impulsive,
(2011) Berang, Terengganu, analysed the extroverted, ambiguity tolerant,
and SMK Seri Berang. results using SPSS visual, global, perceiving, active,
introverted, auditory, and
sociological learners. Therefore,
instructors need to use lesson plan
effectively to take care of the need of
these diverse learning styles

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Patil & The study sampled Researchers used The study returned that 48%, 43%,
Karekatti 100 engineering questionnaires to and 9% of engineering students
(2012) students at an collect data perceive themselves to possess high,
engineering college medium, and low communication
in Western apprehension while communicating
Maharashtra in English language respectively. The
level of apprehension is high in oral
presentation and public speaking
compared to group discussions
Prachana The study Researchers used Based on the findings, speaking is the
nt (2012) participants included questionnaires most essential step, followed by
40 tourism presented in three listening, reading, and writing
employees from parts: a 5-rating respectively in learning English
across 5 scale, a checklist, language. The three most important
international tour and an open-ended functions of English language in this
companies working form. They used sector are offering help, providing
in tourist attractions SPSS to analyse services, and giving information.
in Thailand data Challenges in the use of English
language include insufficient
vocabulary, lack of grammar
knowledge, inappropriate words and
expressions, an inability to
understand foreign accents
Ahmad 500 students from 15 This paper used the The study returned that
(2013) learning institutions survey method and governments should not equate
analysis of reports enterprise education exclusively to
to assess the any specific learning institutions;
structure of rather, this education needs to be
entrepreneurship distributed throughout all phases of
education at the the education systems.
different
educational levels
Kim The participants The study used Based on the results, 63% of
(2013) included 99 questionnaire engineering professors are not
students, 30 survey and satisfied with the students’ English
engineering unstructured abilities. About 67% of the industry
professors, and 43 interviews workers interviewed are not satisfied
industry workers with English abilities of staff. The
unsatisfactory skills are reading 53%,
listening 43%, speaking 53%, and
writing 50%.
Ashrafza The study collected The study assigned Results revealed that 70% of
deh & 69 samples from an two raters to participants attained ‘excellent to
Nimehch intact group of undertake an very good’ scores for the ‘content’ of
isalem learners analytic writing their written samples. About 75%
(2015) scale to score the scored ‘fair to poor’ on ‘organisation’
and 97% scored ‘fair to poor’ on

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samples ‘vocabulary’. Majority of the

individually participants reported ‘good to
average’ results on ‘language use’
and ‘mechanics’ skills. These findings
demonstrated the need for urgent
remedy course to aid the students
improve their vocabulary and
organisational skills in ESP writing.
Other areas of concern are narrative
and argumentative skills.
Benragh The study used The study used The results indicated that the
da et al random sampling to questionnaire and undergraduate possess an optimistic
(2017) select 234 students semi-structured attitude towards oral English
from overall 636 interviews, then presentations and their scores. It
undergraduate analysed the identified impediments to successful
students results using SPSS oral presentation which include
classroom atmosphere, poor English
language proficiency, and anxiety.
Bykonia The researchers
The study The results reported a better desire
et al surveyed 1241 firstemployed a multi- among students to engage
(2019) year students and method method to independently with efficient problem
tutors from 11
collect data and solving, improved time management,
universities from
quantitative computer-assisted work, lifelong
across Ukraine method to analyse learning skills, and increased
the data. motivation to study. It further
Superficially, the observed a shift from a teacher-
researchers used centred to student-centred learning
Covariance-based approach, which integrates
Structural Equation multimedia tools into teaching,
Modeling (SEM) specifically the use of multimedia
software such as textbooks
Textalyzer, AMOS,
and SPSS to analyse
the feedbacks to
the survey
questions
Damanik The study surveyed The study The study found Cooperative
(2020) 1200 participants developed Learning as the most effective
questionnaires to method for the development of
measure speaking, foreign language skills. It emphasises
reading, writing, the direct practice of the aptitude to
and listening skills. apply foreign language listening,
Moreover, it used writing, speaking, and reading
the adoption of
product
development steps
by Sugiyono.

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Azmuddi The study used focus The researchers Based on the results, students in an
n et al group interviews and undertook a online reading environment attained
(2020) online annotations thematic, better reading comprehension
to collect data from descriptive analysis facilitated by digital annotation tools
12 students taking a of data using NVivo
course on English for and SPSS software.
Technical
Communication at a
public university on
the East Coast of
Peninsular Malaysia.
Jamalai The study collected The research was in According to the findings, students
& data from a group of the form a case perceived the online discussion
Krish 26 undergraduate study founded on forum (ODF) as beneficial in fostering
(2021) students studying for the Partnership for 21st century learning skills and
different majors 21st Century facilitative English language learning.
Learning The use of ODF had a positive
framework and outcome on the development of
Socio- attentiveness, confidence, flexibility,
Constructivism and reference for documentation.
theory and Moreover, the participants perceived
the online learning environment as
integral in the development of
leadership, time management,
critical thinking, discipline, and digital
skills

Table 2: Summary of the past related studies related to the LLS in learning English language
Number of
Article participants in the Research design Results
studies
Pašalić The sample included The study utilised The findings showed that
(2013) 201 students at the the Strategy participants apply cognitive,
University of Split, Inventory for metacognitive, social, memory,
Faculty of Language Learning affective, and compensation
Economics. The (SILL) (Oxford, strategies for language learning. Of
sample had 70% 1st 1990) all these six strategies, compensation
year students and questionnaire to strategies are the most used by the
30% 2nd year examine students’ students. Based on the findings,
students strategies compensation strategies enable
students to understand English
words by describing what they want
to say or using synonyms.

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Shah et Participants included The study The study found that 69.1% of
al (2013) 312 Malay-speaking methodology was participants spoke mainly Malay at
undergraduate LLS of Oxford's home while 30.9% spoke both Malay
students from a (1990) Strategy and English at home. About 97.4%
public English- Inventory for enjoy learning English with 85.6%
medium university in Language Learning and 14.4% considering English
Malaysia (SILL). language as very important and
important respectively. The findings
of the study showed the following
learning strategy ranking of LLS:
Social, Compensation, Cognitive,
Affective, Metacognitive and
Memory.
Rustam, 30 students of The study Metacognitive Strategy was found to
Hamra & nautical study employed a be dominantly used strategies in
Weda program in the descriptive learning English skill which applied
(2015) fourth semester quantitative 36.67% (11 students), followed by
method. SILL Compensation Strategy with 23.33%
questionnaire (7 students), Social Strategy with
version 7.0 was 13.33% (4 students). These three
used as research strategies followed by Memory and
instrument as well Cognitive Strategy with 10% (3
as their English skill students) for each strategy, and
test results. Affective Strategy with 6.67% (2
students). Reading and writing skills
were more prevalent among
successful students who employed
metacognitive and compensatory
strategies than other skills. On the
contrary, the unsuccessful students
who used memory, cognitive, and
affective learning strategies
outperformed their peers in writing
and listening.
Hungyo 26 Thai Business Quantitative Most students who were in the ‘A’
(2015) students approach by using range academic grade used a range
the Strategy of various strategies from memory,
Inventory for cognitive, compensation,
Language Learning metacognitive, affective and social
(SILL). strategies. Meanwhile, students who
scored D and F will resort to
metacognitive, affective and social
strategies only.

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Aziz & 30 successful third Quantitative

The study found that the
Shah semester students of research approach
respondents use all six categories of
(2020) Polytechnic of Sultan using survey
strategies at moderate levels. For
Salahuddin Abdul method was used
each specific category of strategies, it
Aziz Shah, Shah Alam in the study by
was observed that some relevant
using the SILL
differences in the preference for
questionnaire
cognitive strategy use. The cognitive
version 7.0 as
strategies are use more than any
research
other type of strategies and followed
instrument
by metacognitive strategies. On the
other hand, affective and
compensation strategies are the
least preferred strategies.
Sapuan, 33 ESL Polytechnic Quantitative study Compensation strategy was the most
Aarif & Sultan Azlan Shah by using SILL 7.0 as preferred among the three strategies
Jusoh semester 3 students research used by the students. It was followed
(2020) instrument by cognitive strategies and memory
strategies obtained the lowest mean
score.

Conclusion
The systematic review of the research journals, reports, and books on definitions and
growth and development of ESP, importance of speaking and writing, and strategies for
learning ESP has revealed a gap in the English proficiency in the Malaysian education system.
The findings indicate that most ESP students in Malaysia have adopted self-directed English
Language Learning strategies that have boosted the outcome of their language learning
efforts. While these strategies, especially compensation strategies, have been useful in
learning English language, there is the need for an inclusive pedagogical approach to make
them more effective in developing ESP language proficiency. The study found a lack of clarity
as regards the Malaysian government’s plans, policies, and ways forward on the development
of English proficiency skills in learners across the education system. An exploration of the
studies outside Malaysia shows that other countries have taken steps in embracing business
English. The emphasis has been on the assessments of the needs of students with regard to
English learning (Bhatia & Bremner, 2012). Therefore, to enhance the competitiveness of the
Malaysian ESP students, the government needs to undertake an education reform that
focuses on the application of cognitive, metacognitive, social, memory, affective, and
compensation strategies for English language learning.

Limitations and Recommendations

Limitations
The inclusion and excursion criteria used in this study limited the number of literature
for a review to fifty. This limited sample scope means that the literature review is not
adequate to make a conclusive decision on the subject under study. Hence, there is the need
for a more in-depth study, which increases the number of literature under review, to reach a
conclusive determination. This literature review would form the basis for further studies on
this topic. The second limitation was the unavailability of information regarding the impacts
of Business English and its adoption in Malaysia. The available literature does not provide

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adequate official records on the impact of Business English and its adoption in Malaysia.
Business English is generally a new concept in Malaysia. The third limitation is possible
publication bias. The inclusion and excursion criteria could have led to exclusion of studies
without statistical significance, but which have reliable information for qualitative analysis of
the topic. This is because the procedure focused on magnitude and direction, which would
mostly yield literature materials based on empirical studies.

Recommendations
Drawing from the findings of this systematic review, the government of Malaysia
ought to commission research into different strategies that ESP students apply to develop and
formulate a new pedagogical policy that would help provide necessary learning support for
these students. The present study ought to form the foundation of an in-depth analysis of the
different learning strategies to create student-centred learning approaches for successful
learning of Business English in Malaysia. Moreover, there is the need to approach the subject
of language learning from an out-of-classroom perspective and understand the significance
of Business English to students.

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