Quy nhon university efl students language learning strategies = chiến lược học tập ngôn ngữ của sinh viên anh ngữ tại trường đại học quy nhơn

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN HÀ VỸ LINH QUY NHON UNIVERSITY EFL STUDENTS’ LANGUAGE LEARNING STRATEGIES Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Assoc Prof Dr Nguyễn Thị Thu Hiền BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN NGUYỄN HÀ VỸ LINH CHI N LƢỢC HỌC TẬP NGÔN NGỮ C A SINH VIÊN ANH NGỮ TẠI TRƢỜNG ĐẠI HỌC QUY NHƠN Ngành: Lý Luận Phƣơng Pháp dạy học môn Tiếng Anh Mã số: 8140111 Ngƣời hƣớng dẫn: PGS.TS Nguyễn Thị Thu Hiền i STATEMENT OF AUTHORSHIP I certify that the thesis entitled Quy Nhon University EFL Students’ Language Learning Strategies is my own original work I further declare that I have not submitted this paper for the award of any other degree or diploma Any works of other authors consulted in this thesis are listed in the reference Quy Nhon, 2022 ii ACKNOWLEDGEMENTS The completion of this graduation thesis is the result of not only my own efforts but also other of organizations and individuals to whom I would like to express my deepest gratitude First of all, I am sincerely grateful to my supervisor, Assoc Prof Dr Nguyen Thi Thu Hien, who has devoted her time and effort to giving valuable comments and precious advice for me in spite of her huge workload Without her patience and constant encouragement during the procedure of conducting this study, the work would never have been accomplished Secondly, my warmest thanks go to all lecturers from the Department of Foreign Languages and the staff of the Department of Postgraduate Training for their critical courses and endless assistance during my study at the university Thirdly, I would like to extend my special thanks to 200 the students from classes Without their help, I could not gather enough qualitative and quantitative data to conduct this study Last but not least, I would like to take this opportunity to thank my beloved family and friends, who have always believed in me and given me power to overcome all the challenges I encountered while carrying out this research iii ABSTRACT Language learning strategies play a significant part in learning a second or foreign language These strategies support and simplify the process of language learning for students Therefore, this study endeavors to investigate language learning strategies applied by students at the Department of Foreign Languages, Quy Nhon university in learning English language as a foreign language To fulfill the aim, the study was carried out with the enthusiastic participation of 200 English majors from first year to fourth year The study used the language learning strategy questionnaire established by Oxford (1990) to collect data of 200 students, 20 out of 200 students from different courses then participated in interviews, and later the data was both qualitatively and quantitatively analyzed The study discloses that EFL students at Quy Nhon university were accustomed to the whole six language learning strategies clusters These language learning strategies clusters are: Memory, Cognitive, Compensation, Metacognitive, Social, and Affective strategies with a high level of frequency use for over-all strategies (M = 3.60) The most repeatedly applied strategies by students from these six strategies are as follows from the top Metacognitive, Social, Memory, Cognitive, Compensation and Affective strategies, particularly EFL students prioritized the strategy of paying attention when someone is speaking English (item of Metacognitive strategies) as this significantly contributes to improving their second language acquisition The findings would help teachers and students to be aware of language learning strategies while in teaching and learning English as a foreign language iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iii LIST OF TABLES vi CHAPTER 1: INTRODUCTION vi 1.1 Rationale 1.2 Aims and objectives 1.2.1 Aims 1.2.2 Objectives 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Language Learning Strategies 2.1.1 Definition of Language Learning Strategies 2.1.2 Classification of Language Learning Strategies 2.2 Oxford‟s Language Learning Strategy Classification (1990) 13 2.2.1 Direct Language Learning Strategies 17 2.2.2 Indirect Language Learning Strategies 22 2.3 The Previous Studies on Language Learning Strategies 27 CHAPTER 3: METHODOLOGY 30 3.1 Research Methods 30 3.2 Research Participants 30 3.3 Research Instruments 31 3.3.1 Questionnaire 31 v 3.3.2 Semi-structured interview 32 3.4 Procedure for Data Collection 33 3.4.1 Questionnaire 33 3.4.2 Semi-structured interview 34 3.5 Procedure for Data Analysis 35 3.6 Ethical Consideration 36 3.7 Chapter Summary 36 CHAPTER 4: FINDINGS AND DISCUSSION 38 4.1 Reliability Test 38 4.2 Overall Language Learning Strategies Used by EFL Students at Quy Nhon University 39 4.2.1 Memory Strategies 43 4.2.2 Cognitive Strategies 46 4.2.3 Compensation Strategies 49 4.2.4 Metacognitive Strategies 52 4.2.5 Affective Strategies 55 4.2.6 Social Strategies 57 4.3 Most and least frequently used language learning strategies 60 4.3.1 Most frequently used language learning strategies 60 4.3.2 Most frequently used language learning strategies 62 4.4 Chapter Summary 64 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 65 5.1 Conclusions 65 5.2 Implications 66 5.3 Limitations and Suggestions for Further Research 68 REFERENCES APPENDICES vi LIST OF TABLES Table 2.1 Oxford‟s Taxonomy of Language Learning Strategies (Oxford, 1990, p 17) 16 Table 4.1 Reliability Test 38 Table 4.2 Oxford‟s (1990) Guidelines for Understanding Average Scores on the SILL 39 Table 4.3 The students‟ responses to the use of the six strategy categories (N=200) 40 Table 4.4 Memory strategies 43 Table 4.5 Cognitive strategies 46 Table 4.6 Compensation strategies 50 Table 4.7 Metacognitive strategies 53 Table 4.8 Affective Strategies 55 Table 4.9 Social strategies 58 Table 4.10 The most frequently used language learning strategies 60 Table 4.11 The least used language learning strategies 62 CHAPTER INTRODUCTION The chapter introduces the topic of this thesis: language learning strategies used by a group of EFL students at Quy Nhon university learning English as a foreign language More specifically, it provides the rationale, the aim and objectives, research questions, the scope, the significance, and the organization of the study The relevance of the present study to the overall contemporary field of EFL (English as a Foreign Language) research is also considered 1.1 Rationale Language learning strategies have played a critical role in the acquisition of foreign languages Therefore, several types of language learning strategy research were published and flourished in the 1970s with the theory of cognitive revolution, and a number of researches have shown an adjacent association between language learning strategies, language learning, and achievements Oxford explains language learning strategies as “specific action taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more effective and more transferable to new situations” (1990:8) She also continues saying that learning strategies take a substantial part for language learners to enhance their foreign language abilities Furthermore, when it comes to studying a foreign language, students or learners must be mindful of using appropriate learning strategies (Meshyan & Hernandez, 2002; Al-Wazzan, 2020; Salma, 2020) Consequently, not having appropriate language learning strategies turns out to be a problem for students and learners to develop their foreign language As far as the previous studies on the use of language learning strategies are concerned, Anida (2003) has effectively confirmed that EFL students are capable of developing their performances, interests, self-confidence, and attitude towards the learning English by following significant language learning strategies The study further shows a connection between language learning strategies and language skills Another study by Qingquan et al (2008) examined differences in the language learning strategies use by the first-year students at a Chinese university The findings indicated that the high achievers employed a wider range of language learning strategies at a higher level and more various types of language learning strategies than the low achievers did In another EFL context, Osman and Manan (2010) conducted a survey with 20 successful and 20 less successful language students from an urban school in Ipod, Perak, to explore the most frequently used strategies and any differences in language learning strategies use between the successful learners and the less successful ones Furthermore, it was shown that Affective, Compensation, and Metacognitive strategies used at a moderate level were preferred by the participants In the context of Vietnam, there are also studies on language learning strategies of Bui (2018), Duong (2019), Ngo (2019), and Vo and Duong (2020) More precisely, Bui (2018) conducted the study to investigate the language learning strategies used by Vietnamese EFL first-year students at Hanoi University of Business and Technology, as well as how these strategies differed depending on the students' English level Besides, Ngo (2019) and Duong (2019) conducted studies with the same aim of exploring language learning strategies, and the subjects of both studies are high school students Meanwhile, Vo and Duong (2020) conducted a study with a new approach addressing only Metacognitive strategies at a Ho Chi Minh City-based college with the participation of non- English majors It was indicated that the participants recognized the importance of Metacognitive strategies in their 69 Secondly, due to the limited time allotted to a master thesis, the present study addresses the frequency of using language learning strategies and neglected other fields of research In the broader field of second language research, there has been much effort taken and considerable research done to analyze the correlation between the use of language learning strategies and the improvement of learners' language skills For instance, Oxford (1990) developed the strategy inventory for language learning comprising six main types of language learning and fifty learning techniques in general However, only a few the work of Vietnamese scholars has raised the question of variables affecting the SILL use in the context of learning English Future research at Quy Nhon University is required to pursue this subject Finally, the participants in this study were limited EFL students in the Department of Foreign Languages As a result, this study cannot generalize all linguistic features expressing language learning strategies It is advisable for researchers to conduct a large-scale examination on the use of other different departments with 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Social and Behavioral Sciences, 2(2) 682-687 Zhang (2009) An introduction to Modern English Lexicology Beijing: Beijing Normal University Press AP-1 APPENDICES APPENDIX A STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) Dear participants This study aims to investigate the essential language learning strategies used by English majors, your participation in this questionnaire will help me better understand this topic In terms of how well the statement describes you, give your answer Your identity, as well as any information obtained from your responses, will be kept private Thank you for your cooperation I PERSONAL INFORMATION Name:………………………………………………………………… Class:………………………………………………………………… II THE STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) This form of the strategy inventory for language learning (SILL) is for students of a second language There are 50 questions Directions: Please read each item and tick the box that corresponds to your actual behavior of strategy Each statement is followed by five numbers: 1, 2, 3, 4, and 5, which each means something different: (1) means never or almost never true of me (2) means usually not true of me (3) means somewhat true of me (4) means usually true of me (5) means always or almost always true of me AP-2 Item Statement Range score Memory strategies (items: 1-9) I think of relationships between what I already know and new things I learn in the English language I use new English words in a sentence so I can remember them I connect the sound of a new English word and an image or picture of the word to help me remember the word I remember a new English word by making a mental picture of a situation in which the word might be used I use rhymes to remember new English words I use flashcards to remember new English words I physically act out new English words I review English lessons often I remember new English words or phrases by remembering their location on the page, on the board, or on a street Cognitive Strategies (items :10-23) 10 I watch English language TV shows spoken in English or go to movies spoken in English 11 I make summaries of information that I hear or read in English 12 I practice the sounds of English 13 I say or write new English words several times AP-3 Item Statement Range score 14 I try to talk like native English speakers 15 In English class, I start conversations in the English 16 I read for pleasure in the English 17 I first skim an English passage (read over the passage quickly) then go back and read carefully 18 I try to find patterns in the English 19 I look for words in my own language that are similar to new words in the English language 20 I find the meaning of an English word by dividing it into parts that I understand 21 I try not to translate word for word 22 I use the English words I know in different ways 23 In English class, I write notes, messages, letters, or reports in English Compensation strategies (items :24-29) 24 To understand unfamiliar English words, I make guesses from the context 25 When I can‟t think of a word during a conversation in English, I use gestures 26 I choose new words if I not know the right ones in English 27 I try to guess what the other person will say next in English AP-4 Item Statement Range score 28 I read English without looking up every new word 29 If I can‟t think of an English word, I use a word or phrase that means the same thing Metacognitive strategies (items :30-38) 30 I pay attention when someone is speaking English 31 I look for people I can talk to in English 32 I try to find as many ways as I can to use my English language 33 I notice my English mistakes and use that information to help me better 34 I try to find out how to be a better learner of English 35 I look for opportunities to read as much as possible in English 36 I have clear goals for improving my English skills 37 I think about my progress in learning English 38 I plan my schedule so I will have enough time to study English Affective strategies (items: 39-44) 39 I try to be relaxed whenever I feel afraid of using English 40 I encourage myself to speak English even when I am afraid of making a mistake AP-5 Item Statement Range score 41 I give myself a reward or treat when I well in English 42 I notice that I am tense or nervous when I am studying or using English 43 I write down my feelings in a language learning dairy 44 I talk to others about how I feel when I am learning English Social strategies (items :45-50) 45 If I not understand something in English, I ask the person to slow down or say it again 46 I ask English speakers to correct me when I talk 47 I practice English with other students 48 I ask for help from English speakers 49 In English class, I ask questions in English 50 I try to learn about the culture of English speakers Besides the above language learning strategies, please describe other strategies you have used when you learning English, if possible AP-6 APPENDIX B INTERVIEW QUESTIONNAIRE The set of questions related to language learning strategies can be seen as follows How you learn and memorize new words or vocabulary? (Memory strategies) What you when you are listening to someone and you don‟t understand what he/ she is saying in English? (Social strategies) What you when you are talking to someone and you don‟t know how to say something in English? (Compensation strategies) How you read and write in English (both in and out of your English class)? (Cognitive strategies) How you prepare to learn English effectively? (Metacognitive strategies) How you find interest and reduce anxiety while learning English? (Affective strategies)