Language Learning Strategies for Speaking Proficiency: A Case Study in an Islamic Religious School

This study explores the language learning strategies (LLS) employed by Islamic Religious students to improve their English-speaking skills. While Islamic Religious schools in Malaysia traditionally emphasise Quranic memorisation and religious studies, limited attention is given to communicative English, particularly speaking. The aim of this study was to identify the language learning strategies commonly used by Islamic Religious students to enhance their English-speaking ability. By doing so, the research provides insights into the strategies of the learners in religious educational settings in order to excel in speaking. A quantitative research design was employed using a structured questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL), with a focus on strategies relevant to speaking. Thirty lower-secondary students from an Islamic Religious school in Perak, Malaysia, were selected through purposive sampling. The data were analysed using descriptive statistics to identify patterns in the students’ strategy use. The findings revealed that the most frequently used strategies were metacognitive, social, and cognitive, while memory strategies were the least preferred. Future research should explore integrated strategy training, especially the combination of metacognitive and memory techniques, as well as the role of culturally aligned teacher training in enhancing students’ speaking proficiency within Islamic education settings.