Enhancing Second Language Acquisition Through Direct and Indirect Strategies: A Study on Tertiary Level Learners

This research examines the impact of second language learning strategies (LLS) on tertiary-level students in Pakistan, with a focus on direct and indirect strategies of Oxford (1990), including simplification, generalization, and self-monitoring, in the context of second language acquisition. Despite extensive research on LLS, Pakistani classroom settings often focus on memorizing grammatical rules among graduate learners, which limits their comprehension of listening skills. Therefore, its privations hinder the acquisition of receptive and productive skills. The study fills the gap of strategy-based language in developing countries like Pakistani classrooms of tertiary-level education. The study also explores the response patterns of learners at the private universities of Hyderabad, Pakistan. The study is based on action research methodology and statistical analysis of the chi-squared test. The results propose the role of strategy-based ESL learning outcomes among students aged 18 to 22. The data was collected by observing 170 students in the private higher education sector in Hyderabad, Sindh, conducting a listening skills activity. The study emphasizes the necessity of strategy training to enhance second language acquisition. The findings reveal that learners show individual learning patterns in ESL, such as direct and Indirect strategies of simplification and generalization. The study contributes to applied linguistics research and provides insights into the effectiveness of strategic learning in ESL classrooms.