(LUẬN VĂN THẠC SĨ) The relationship between the use of vocabulary learning strategies and learner autonomy of the first year non-major English students at Thainguyen University of Technology

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ THƯƠNG HUYỀN THE RELATIONSHIP BETWEEN THE USE OF VOCABULARY LEARNING STRATEGIES AND LEARNER AUTONOMY OF THE 1ST YEAR NON-MAJOR ENGLISH STUDENTS AT THAINGUYEN UNIVERSITY OF TECHNOLOGY (Mối quan hệ việc sử dụng chiến lược học từ vựng với tính tự chủ sinh viên năm thứ không chuyên tiếng Anh trường Đại học Kỹ Thuật Công Nghiệp Thái Nguyên) M.A MINOR PROGRAM THESIS Field: English Teaching Methodology Code: 60.14.10 Hanoi - 2012 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ THƯƠNG HUYỀN THE RELATIONSHIP BETWEEN THE USE OF VOCABULARY LEARNING STRATEGIES AND LEARNER AUTONOMY OF THE 1ST YEAR NON-MAJOR ENGLISH STUDENTS AT THAINGUYEN UNIVERSITY OF TECHNOLOGY (Mối quan hệ việc sử dụng chiến lược học từ vựng với tính tự chủ sinh viên năm thứ không chuyên tiếng Anh trường Đại học Kỹ Thuật Công Nghiệp Thái Nguyên) M.A MINOR PROGRAM THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Đỗ Bá Quý, M.Ed Hanoi - 2012 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS DECLARATION……………….……………………………………… ………….i ACKNOWLEDGEMENTS…………….………………………………………… ii ABSTRACT……………………………………………………………………… iii LIST OF TABLES AND FIGURES……………………………………………….vi LIST OF ABBREVIATIONS…………………………………………………… vii PART A: INTRODUCTION 1.Rationale……………… …………………………………………………….… Aims of study……………………… ……………………………… ……… …2 Scope of the study……………………….……………………………………… Methods of the study………….……………………….……………… … … Significance of the study………………………… … …… ……… …………3 Organization of the study……………………….…….……………… ……… PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Learner autonomy…………………………….…….…… ……………… .4 1.1.1.Definition of learner autonomy…………………….…….………………… 1.1.2 Characteristics of autonomous language learners…………………….…… 1.1.3 Factors affecting learner autonomy………………………………………… 1.2 Language learning strategies……………… ………….………….… …… 1.2.1 Definition of language learning strategies…………………………….…….10 1.2.2 Definition of vocabulary learning strategies……………………………… 11 1.2.3 Classification of vocabulary learning strategies……………………………11 1.3 The effect of learner autonomy and language learning strategies on successful language learning……………….… ……… ………………………………… 12 1.3.1 The effect of learner autonomy on successful language learning………….12 1.3.2 The effect of learning strategies on successful and autonomous language learning 13 1.4 Summary………… …….…… …………………………………………….15 iv TIEU LUAN MOI download : skknchat@gmail.com CHAPTER 2: METHODOLOGY 2.1 Research questions and descriptions of variables………….…… ………… 16 2.1.1 Research questions……………… ……………………………….……… 16 2.1.2 Descriptions of variables……………………… ………………….……….16 2.2 Participants…………………………………………………….… …… ……16 2.3 Data collection instruments………… ………………………………………17 2.3.1 Questionnaire……………………………………………………………… 17 2.3.2 Autonomous learner checklist……….………………………………………18 2.4 Data collection procedures……………… ………………………………… 20 2.5 Data analysis…………… ………………………………… ……………… 20 2.5.1 Questionnaire data analysis……………………………………………….…20 2.5.2 Autonomous learner checklist analysis…………………………….……….21 2.5.3.The analysis of the correlation between two variables: the use of vocabulary learning strategies and learner autonomy………….……………………………….21 CHAPTER 3: RESULTS AND DISCUSSION 3.1 The respondents‟ profile…………………………………….……………… 23 3.2 The students‟ use of vocabulary learning strategies…………………… … 24 3.3 The level of students‟ autonomy……… …………………………………….28 3.4 The students‟ use of vocabulary learning strategies and learner autonomy…………………………………………………………………….…… 32 3.4.1 The results of determining the form, direction and degree of the correlation on a graph and by regression analysis…………………………………………………33 3.4.2 The results of determining the relationship between the students‟ use of vocabulary learning strategies and learner autonomy with Paired Sample Ttest……………………………………… ………………………………… ……35 3.4.3 Discussion of the results of the association between the students‟ use of vocabulary learning strategies and learner autonomy…………………………… 36 3.5 Summary…………………… ………… ………………………………… 37 PART C: CONCLUSION 1.Conclusions………………………… … ……………….……………….……38 v TIEU LUAN MOI download : skknchat@gmail.com Implications……………………………………………….…………………… 39 Limitations of the study……………………………… ….……………………41 Suggestions for further research………………………….…… ………… …41 REFERENCES… ……………………………………………………………….42 APPENDICES APPENDIX 1: SCHMITT‟S TAXONOMY OF VOCABULARY LEARNING STRATEGIES (1997)………………………………………………………………ix APPENDIX 2: QUESTIONNAIRE (English version)…………………………… xi APPENDIX 3: AUTONOMOUS LEARNER CHECKLIST (English version) xvi APPENDIX 4: QUESTIONNAIRE (Vietnamese version)……… ……………xviii APPENDIX 5: AUTONOMOUS LEARNER CHECKILST (Vietnamese version)………………………………………………………… ………………xxiii APPENDIX 6: RESULTS OF THE RESPONDENTS‟ BACKGROUND INFORMATION…………………………………………………… ………… xxv vi TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES AND FIGURES TABLES Table 1.1: Dependent and Autonomous Learners…………………………… Table 2.1: Informants‟ background information of the survey……………… 17 Table 3.1: The use of vocabulary learning strategies………………………… 24 Table 3.2: Learner autonomy checklist……………………………………… 28 Table 3.3: The regression of the Correlation between the students‟ use of vocabulary learning strategies and learner autonomy………………………… 33 Table 3.4: The coefficient size of the relationship between the students‟ use of vocabulary learning strategies and learner autonomy………………………… 34 Table 3.5: The coefficients in the pattern……………………………………… 34 Table 3.6: Mean and Standard Deviation of the scores of the use of VLSs and learner autonomy……………………………………………………………… 35 Table 3.7: Correlation of the use of VLSs and learner autonomy…………… 35 Table 3.8: Paired t-test Analysis of the scores of the use of VLS and learner autonomy……………………………………………………………………… 36 FIGURES Figure 3.1: Vocabulary learning strategy use results………………………… 25 Figure 3.2: Learner autonomy results………………………………………… 29 Figure 3.3: The linear relationship between TNUT students‟ use of vocabulary learning strategies and learner autonomy………………………… 33 vii TIEU LUAN MOI download : skknchat@gmail.com LIST OF ABBREVIATIONS LLS: Language learning strategy LLSs: Language learning strategies M: Mean N: Number of respondents P: Probability R: Correlation coefficient SD: Standard Deviation TNUT: Thainguyen University of Technology VLS: Vocabulary learning strategy VLSs: Vocabulary learning strategies viii TIEU LUAN MOI download : skknchat@gmail.com PART A: INTRODUCTION Rationale of the study Learner autonomy has gradually come into existence and become one of prominent themes since the 1970s as a consequence of a new shift in study interests on language learning Few would doubt that learner autonomy in language learning can lead to positive outcomes, such as the development of life-long learners Besides, Oxford (1990) adds that language learning strategies also encourage greater overall self-direction which is particularly important for language learners, because they will not always have the teacher around to guide them as they use the language outside the classroom In addition, Wenden (1991) also emphasizes that learners need to be aware of different learning strategies so that they can become autonomous language learners They will become not only efficient at learning and using their second language but also enable them to self-direct these endeavors Obviously, language learning strategies play an important role in fostering learner autonomy Undoubtedly, learner autonomy in vocabulary learning has become a necessity for English language learners in higher education institutions that adopt either traditional or open education nowadays One of the areas that has the greatest potential for adopting learner autonomy is vocabulary (McCarthy, 1990) Therefore, exploring the relationship between the use of vocabulary learning strategy and learner autonomy is particularly necessary and helpful Despite being discussed worldwide, learner autonomy remains a fairly novel concept in Vietnam and Thainguyen University of Technology is no exception Benson, Chik & Lim (2003) explained that since the idea of learner autonomy originated from Western cultures, it hardly suffices to just transfer the concept to an Asian context Besides, vocabulary plays an important role because students at TNUT need to learn English in the two years of their course with emphasis on English for Specific Purposes studies in the second year However, after seven years studying English at school, most tertiary students continue to find learning vocabulary a difficult task, so they have to depend on teachers and dictionaries so TIEU LUAN MOI download : skknchat@gmail.com much that their scores in English learning are not high As mentioned, language learning strategies contributes effectively to the enhancement of learner autonomy Hence, it is useful to develop TNUT first year students‟ use of vocabulary learning strategies, and thereby fostering the learner autonomy to higher learning outcome expectations For both practical and theoretical reasons, there is a pressing need for the researcher to carry out this study to explore what the relationship between the use of students‟ vocabulary learning strategies and the learner autonomy is Aims of the study The study is aimed at improving the use of vocabulary learning strategies and the learner autonomy by determining the relationship between the use of students‟ vocabulary learning strategies and learner autonomy To achieve this aim, the three following specific objectives are to be obtained:  The level of TNUT first year students‟ use of vocabulary learning strategies is investigated  The level of learner autonomy is measured  The relationship between TNUT first year students‟ use of vocabulary learning strategies and learner autonomy is decided Scope of the study The focus of the study is on the level of TNUT students‟ use of vocabulary learning strategies; students‟ degree of learner autonomy and the relationship between the students‟ use of English vocabulary learning strategies and their level of learner autonomy Methods of the study To achieve the above aims, a study is carried out as a survey using mainly quantitative approach for data collection and analysis from different sources First, a survey questionnaire is carried out on first year students at TNUT to investigate their frequent use of vocabulary learning strategies Next, autonomous learner checklist is used to collect data to find out how autonomous the students are After TIEU LUAN MOI download : skknchat@gmail.com that, the results of the collected data are computed and analyzed using Statistical Package for the Social Science (SPSS), version 17.0 to explore the relationship between their vocabulary learning strategies and learner autonomy Significance of the study The researcher hopes that the findings of the study would help her to know the level of vocabulary learning strategy use and degree of learner autonomy of the TNUT students and the relationship between them The results of the study would help to develop students‟ vocabulary learning in English as well as foster their learner autonomy in order to improve English teaching and learning process at TNUT Organization of the study The research paper is organized in three main parts as follows: Part A: Introduction This part presents the rationale, aim, scope, method and organization of the study Part B: Development This part is divided into different chapters Chapter (Literature Review) provides theoretical background, covering definitions and related theories Chapter (Methodology) justifies and describes the methodology of the study in details Chapter (Results and Discussion) presents full analysis of the collected data and discusses findings Part C: Conclusion This part recaps the main content of the study and deals with some suggestions for improving the use of vocabulary learning strategies as well as learner autonomy In addition, it also poses several directions for future research TIEU LUAN MOI download : skknchat@gmail.com The purpose of this questionnaire is to collect data to our study into vocabulary learning strategies of different groups of learners Your responses to the questions will be studied If they are frank and accurate, they will be an invaluable help in our research You can be sure that you will not be identified in any case Please not discuss any of the questions with your friends Part 1: Informants’ Background Questionnaire Please tick (√) in an appropriate square(s)or provide brief answers to certain question Name……………………………… Sex: Male Female Age: Class………………………………… School:……………………………… Why you want to learn English? (tick the appropriate box) Interested in the language Interested in the culture Need it for the current/ future job To pass the exams Others (list)…………………………………………………………………………… What are your strong points in learning English? (tick the appropriate box(es)) Vocabulary Grammar Listening Speaking Reading Writing Nothing Others (specify)………………………………………………………………………… What areas of your English learning you think you would like to improve now? (tick the appropriate box(es)) Vocabulary Grammar xi TIEU LUAN MOI download : skknchat@gmail.com Listening Speaking Reading Writing Nothing Others (specify)………………………………………………………………………… Did you learn English before you started this course? Yes No (If yes) How long? years Others years (specify)…………… month(s)…………… year(s) Where did you learn? (tick the appropriate box(es)) Secondary school High secondary school College University Evening English center Other (specify)…………………………………………………………………………… Do you think if you are good/ bad at learning vocabulary, it is because you apply appropriate/ inappropriate ways of learning? Yes No 10 While learning vocabulary, have you ever been…………………………… (tick the appropriate box(es)) talked about different ways of learning it? introduced to different ways of learning ways of learning it? taught different ways of learning of learning it? none of the above? 11 If you know different ways of learning vocabulary, when you often use them in learning vocabulary? xii TIEU LUAN MOI download : skknchat@gmail.com Doing vocabulary exercises in class Practising vocabulary in class Vocabulary self-study at home Never Other (specify)………………………………………………………… 12 If you are allowed to decide, would you like instruction for effective ways of learning vocabulary as part of the course? Yes, (why)…………………………………………………………………… No, (why)…………………………………………………………………… Part 2: Informants’ vocabulary learning strategy use (Source: Schmitt’s taxonomy of vocabulary learning strategies (1997) Direction: Different people have different ways of learning vocabulary You will find the following statements describe your vocabulary learning ways Please read each statement carefully, on a separate worksheet, write the response (1, 2, 3, 4, or 5) that tell how true of you the statement is according to the scale below: 1= Never or almost never true 2= Occasionally true 3= Sometimes true 4= Usually true 5= Always or always almost true We are very interested in the way you learn vocabulary Answer in term of how well the statements describe you Do not answer how you think you should be, or what other people Remember there are no right or wrong answers to these statements, they are just different Work as quickly and frankly as you can without being careless Your answers will be studies and if they are frank and accurate, they will be an invaluable help in our research Please make no mark on the items Please tick (√) in an appropriate square (tick ONLY ONE that true of you most) The use of vocabulary learning strategies 1= Never or almost never true 2= Occasionally true xiii TIEU LUAN MOI download : skknchat@gmail.com 3= Sometimes true 4= Usually true 5= Always or always almost true N The use of vocabulary learning strategy When I discover a new word’s meaning, I…… Use dictionary Vocabulary learning strategy description Analyze part of speech or affixes and roots Guess from textual context Ask teacher for a sentence including the new word 5 Ask classmates for meaning Discover new meaning through group work activity When I consolidate a word, I ……… Study and practice meaning in group 5 10 Image word form 11 Connect word to personal experience 12 Associate the word with its coordinates 13 Remember affixes and roots 14 Remember part of speech 15 Use cognates in study 16 Use physical action when learning a word 17 Connect the word to its synonyms and antonyms 18 Use semantic maps 19 Study the spelling of a word 20 Study the sound of a word 21 Repeat the word by saying aloud 1 5 Study words with pictorial representation of its meaning Image word meaning 22 Repeat the word by writing xiv TIEU LUAN MOI download : skknchat@gmail.com 23 Use vocabulary section in textbook 24 APPENDIX 3: AUTONOMOUS LEARNER CHECKLIST Keep vocabulary notebook Name:………………………… Class:………………………… Please tick (√) in an appropriate square (tick ONLY ONE that true of you most) 1= Strongly disagree 2= Disagree 3= Neither 4= Agree 5= Strongly agree Items Likert Scale I am confident that I can learn I want to find out for myself what and how I have to to learn better I know why I am learning I know how I am learning 5 I am not affected by bad marks or negative feedbacks I think mistakes now will help me learn better later It is good for me to find out my own mistakes wherever possible I am intrinsically motivated by making progress 10 11 12 13 14 15 16 17 18 19 20 21 I know what I am learning I know my strengths in language learning I know my weakness in language learning I can easily set short term goals for my learning I can easily set long term goals for my learning I can evaluate myself objectively I can apply strategies to the learning task and adjust them when necessary I can control my learning by using the necessary learning strategies I actively seek and use more language learning strategies for my language study I think learning activities in pairs or groups are useful, even when the teacher isn‟t listening to my group or watching my work I am ready to be proactive in my learning process I am able to apply the knowledge learned in classroom to the real life outside classroom I can evaluate my partners objectively 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 5 5 1 2 3 4 5 xv TIEU LUAN MOI download : skknchat@gmail.com 22 I can ask my partners or teachers for help Thank you very much for your cooperation! xvi TIEU LUAN MOI download : skknchat@gmail.com APPENDIX 4: QUESTIONNAIRE (Vietnamese version) BẢN CÂU HỎI ĐIỀU TRA Bản câu hỏi điều tra nhằmthu thập số liệu cho đề tài nghiên cứu vè phương pháp học từ vựng sinh viên năm thứ trường Đại học Kỹ Thuật Công Nghiệp Thái Nguyên Các câu trả lời bạn quan trọng với thành công đề tài Các liệu dung vào mục đích nghiên cứu khơng nhằm mục đích khác Xin vui lòng trả lời câu hỏi sau Phần 1: Thông tin thân Hãy chọn câu trả lời với bạn Họ tên:……………………… Giới tính: Nam Nữ Tuổi……… Trường:………………………………………………Lớp:…………………… Tại bạn muốn học tiếng Anh? (đánh tất trường hợp với bạn) Vì u thích mơn Để tìm hiểu phong tục tập qn nước nói tiếng Anh Cần cho công việc tại/ tương lai Để qua kỳ thi tiếng Anh Lý khác ( xin liệt kê)…………………………………………………… Điểm mạnh bạn mơn học tiếng Anh gì? (đánh dấu tất trương hợp với bạn) Từ vựng Ngữ pháp Nghe Nói Đọc Viết Khơng Điểm mạnh khác (xin liệt kê)……………………………………………… xvii TIEU LUAN MOI download : skknchat@gmail.com Bạn muốn củng cố khía cạnh việc học tiếng Anh bạn? (đánh dấu tất trường hợp với bạn) Từ vựng Ngữ pháp Nghe Nói Đọc Viết Khơng Điểm mạnh khác (xin liệt kê)……………………………………………… Bạn học tiếng Anh trước bạn bắt đầu khóa học chưa? Đã học Chưa học (Nếu học) Bạn học bao lâu? năm năm Thời gian khác (hãy nêu cụ thể)…………… tháng………… năm Bạn học đâu? (hãy đánh dấu tất nơi bạn học) Trường cấp II Trường cấp III Trường cao đẳng Trường đại học Trung tâm tiếng Anh buổi tối Ở nơi khác (hãy nêu cụ thể)……………………………………………… Bạn có nghĩ bạn học từ vừng giỏi/kém bạn áp dụng cách học thích hợp/ khơng thích hợp? Nghĩ Không nghĩ 10 Trong học từ mới, bạn được……………………………………? (hãy đánh dấu tất trường hợp với bạn) nói cách học từ vựng khác nhau? giới thiệu cách học từ vựng khác nhau? dạy cách học từ vựng khác nhau? khơng xviii TIEU LUAN MOI download : skknchat@gmail.com 11 Nếu bạn biết cách học từ vựng khác nhau, bạn thường sử dụng cách học việc học từ nào? (đánh dấu tất trường hợp với bạn) Khi làm tập lớp Khi thực hành tiếng Anh lớp Khi tự học nhà Không Trường hợp khác (xin nêu cụ thể)…………………………………………… 12 Nếu quyền định, bạn có muốn việc dạy cách học từ vựng hiệu phần chương trình khóa học khơng? Có (tại sao)………………………………………………………………… Khơng (tại sao)……………………………………………………………… Phần 2: Phương pháp học Ngoại ngữ (Dành cho học từ vựng) Hướng dẫn: Mỗi người có phương pháp học từ vựng khác Chúng quan tâm đến cách mà bạn học từ vựng Lưu ý, trả lời sau khơng có câu trả lời hay sai, câu sau ví dụ mơ tả cách học từ vựng khác Bạn đọc kỹ câu, chọn mức độ đưa mô tả trường hợp bạn điền vào chỗ trống cách đánh dấu tick (√) vào ô với bạn (chỉ tick ((√) vào ô nhất) Phần mô tả phương pháp học 1= Không với bạn 2= Đúng chút với bạn 3= Đúng nửa với bạn 4= Đúng với bạn 5= Rất với bạn xix TIEU LUAN MOI download : skknchat@gmail.com Chiến lýợc học từ vựng Mô tả phýõng pháp học Khi tơi muốn tìm nghĩa từ, tôi………… Sử dụng từ ðiển Phân tích từ loại phụ tố gốc từ Ðoán từ ðó qua ngữ cảnh khóa Hỏi giáo viên câu mà có chứa từ ðó 5 Hỏi bạn lớp nghĩa từ ðó Khám phá nghĩa từ qua hoạt ðộng nhóm Khi muốn củng cố từ vựng, tôi…………… Học ơn tập nghĩa theo nhóm Học từ kết hợp với hình ảnh minh họa cho nghĩa từ ðó Hình dung nghĩa từ 10 Hình dung cách cấu tạo từ 11 Kết hợp từ với kinh nghiệm cá nhân 12 Liên týởng từ ðó với từ phối hợp 13 Nhớ phụ từ gốc từ 14 Nhớ từ loại từ ðó 15 Tìm giống hai ngơn ngữ 16 Sử dụng hành ðộng học từ 17 Kết hợp từ ðó với từ ðồng nghĩa trái nghĩa 18 Sử dụng ðồ ngữ nghĩa 19 Học cách viết từ xx TIEU LUAN MOI download : skknchat@gmail.com 20 Học cách phát âm từ 21 Lặp lại từ cách nói to học 22 Viết lại từ học 23 Sử dụng mục từ vựng sách 24 Dùng ðể ghi từ Cảm ơn bạn hợp tác với chúng tôi! APPENDIX 5: AUTONOMOUS LEARNER CHECKLIST (Vietnamese version) Tên:……………………………………… Lớp:………………………………… Hãy đánh dấu tick (√) vào ô mà với bạn (chỉ tick (√) vào ô nhất) 1= Rất không đồng ý 2= Khơng đồng ý 3= Khơng ý kiến 4= Đồng ý 5= Rất đồng ý Danh mục Thang đo Tơi tự tin tơi học Tơi muốn tự tìm cho cách phải làm làm để học tốt Tôi biết cần phải học Tôi biết phải học 5 Tôi không bị tác động điểm 5 điều tốt với Tơi thực khích lệ tiến Tơi biết tơi phải học nhận xét không tốt Tôi biết lỗi sai giúp rút kinh nghiệm để học tốt Tìm lỗi xxi TIEU LUAN MOI download : skknchat@gmail.com 10 Tôi biết điểm mạnh học tập 11 Tôi biết điểm yếu học tập 12 Tơi dễ dàng lập mục tiêu ngắn hạn cho 5 5 5 cho dù giáo viên không lắng nghe không theo dõi cơng việc nhóm di 5 ghế nhà trường sống thực tiễn bên lớp học 5 việc học 13 Tơi dễ dàng lập mục tiêu dài hạn cho việc học 14 Tôi tự đánh giá thân cách khách quan 15 Tơi áp dụng chiến thuật với nhiệm vụ học tập điểu chỉnh chúng cần thiết 16 Tơi kiểm sốt việc học cách sử dụng chiến thuật học cần thiết 17 Tơi tích cực tìm kiếm sử dụng nhiều chiến thuật học ngôn ngữ cho việc học 18 19 Tôi nghĩ hoạt động học theo cặp, nhóm hữu ích Tơi sẵn sàng tiên phong q trình học tơi 20 21 Tơi áp dụng kiến thức học Tơi đánh giá bạn học cách khách quan 22 Tôi yêu cầu bạn học giáo viên giúp đỡ cần thiết Cảm ơn bạn hợp tác với chúng tôi! xxii TIEU LUAN MOI download : skknchat@gmail.com APPENDIX 6: RESULTS OF STUDENTS’ BACKGROUND INFORMATION Gender Male 81= 73,6% Female 29= 26,4% Age M= 19.54 years Why you want to learn English? Interested in the language 49= 44,5% Interested in the culture 30= 27,2% Need it for the current/future job 105= 95,5% To pass the exams 68= 61,8% Others 10= 9,1% What are your strong points in learning English? Vocabulary 28=25,5% Grammar 33= 30% Listening 13= 11,8% Reading 42=38,2% Speaking 12= 10,9% Writing 26=26,3% Nothing 40=36,4% Others 0=0% What areas of your English learning you think you would like to xxiii TIEU LUAN MOI download : skknchat@gmail.com improve? Vocabulary 80= 72,7% Grammar 76= 69,1% Listening 91= 82,7% Reading 72= 65,5% Speaking 92= 83,6% Writing 71= 64,5% Nothing 1= 0,9% Others 0=0% Did you learn English before you started this course? Yes 110= 100% (If “yes”) How long? Mean= 7.44 years Where did you learn? Secondary School 65= 59,1% High Secondary School 106= 96,4% College 0=0% University 110= 100% English evening center 12= 10,9% Other 2= 1,8% Do you think if you are good/ bad at learning vocabulary, it is because you apply appropriate/ inappropriate ways of learning? Yes 102= 92,7% No 8= 7,3% 10 While learning vocabulary, have you ever been…………………………? talked about different ways of learning 38= 34,5% it? introduced to different ways of learning 32= 29,0% ways of learning it? xxiv TIEU LUAN MOI download : skknchat@gmail.com taught different ways of learning of 27= 24,5% learning it? none of the above 48= 43,6% 11 Of all different ways of learning vocabulary you know, when you often use them in learning vocabulary? Doing vocabulary exercises in class 55= 50% Practising vocabulary in class 52= 47,3% Vocabulary self-study at home 47= 43,7% Never 40= 36,4% Others 0= 0% 12 If you are allowed to decide, would you like instruction of effective ways of learning vocabulary? Yes 110= 100% No 0= 0% xxv TIEU LUAN MOI download : skknchat@gmail.com ... the relationship between the use of students? ?? vocabulary learning strategies and the learner autonomy is Aims of the study The study is aimed at improving the use of vocabulary learning strategies. .. hypothesis: There is no relationship between the students? ?? use of VLSs and the learner autonomy  Alternative hypothesis: There is a relationship between the students? ?? use of VLSs and the learner. .. degree of learner autonomy and the relationship between the students? ?? use of English vocabulary learning strategies and their level of learner autonomy Methods of the study To achieve the above