The use of learning strategies to improve the english speaking skills of the non english majors at ho chi minh city university of industry

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES THE USE OF LEARNING STRATEGIES TO IMPROVE THE ENGLISH SPEAKING SKILLS OF THE NON-ENGLISH MAJORS AT HO CHI MINH CITY UNIVERSITY OF INDUSTRY A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in TESOL Submitted by NGÔ THỊ KIM LÂN Supervisor NGUYỄN LƯƠNG NGỌC, Ph.D Ho Chi Minh City, April 2008 Gáy sách NGÔ THỊ KIM LÂN THE USE OF LEARNING STRATEGIES TO IMPROVE THE ENGLISH SPEAKING SKILLS OF THE NON-ENGLISH MAJORS 2008 AT HO CHI MINH CITY UNIVERSITY OF INDUSTRY CERTIFICATE OF ORIGINALITY I hereby certify that the thesis entitled “The Use of Learning Strategies to Improve the English Speaking Skills of the Non-English Majors at Ho Chi Minh City University of Industry” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, April 2008 Ngô Thị Kim Lân i ACKNOWLEDEGEMENT First of all, I would like to gratefully acknowledge the invaluable assistance given to me by my thesis supervisor, Dr Nguyen Luong Ngoc, over the lengthy period of the carrying of this thesis Without his guidance, I could not have finished this thesis Thanks are also due to Ms Lynn for helping me in testing the four students in the oral tests, and the Faculty of Foreign Languages of HUI for allowing me to use the speaking scores I wish to thank all the students who kindly participated in the study, in particular, Ngo Thi Tra My, Tran The Tung, Le Kieu Vy and Le Vinh Quang for their enthusiastic help; and all my colleagues and my friends for their support and enjoyable company ii ABSTRACT This thesis aims at exploring the use of speaking learning strategies (SLSs) by the non-English majors at Ho Chi Minh City University of Industry (HUI) ; and through the case study and experiment the study suggests some strategies for the less successful students to improve their speaking skills This study investigates the attitudes of non-English majors at HUI towards SLSs and speaking learning strategy instruction (SLSI); confirms the differences in the use of SLSs between the successful and the less successful students; and suggests the ways in which language learning strategies can be instructed in HUI context and in which SLSs can be applied into teaching and learning process This research uses Oxford’s strategy classification and Strategy Inventory for Language Learning (SILL) (Oxford, 1990) to explore the use of SLSs on learners' oral production The study examines two groups of EFL learners during a two-semester period The experimental group consisting of less proficient students received the training of the use of SLSs, whereas the control group members did not receive any treatment The results were measured using different instruments: SLS questionnaires, initial and final oral tests, first and second semester speaking scores, language learning observations, and interviews The data obtained from the questionnaires were analyzed by using descriptive statistics Results revealed that (1) although there is not much attention paid for SLSI, the students still have positive attitudes toward SLSs and instruction; and (2) the experimental SLSs can help the less proficient students improve their speaking skills Research findings from both the quantitative and qualitative data also shed light on the efficacy of training learners in the use of SLSs iii TABLE OF CONTENTS Pages Certificate of originality i Acknowledgement ii Abstract iii Table of contents iv List of tables v List of figures vi Abbreviations vii CHAPTER 1: INTRODUCTION 1.1 DESCRIPTION OF THE ENGLISH SPEAKING SYLLABUS FOR THE FIRST-YEAR STUDENTS OF THE DBA CLASSES AT HUI 1.2 STATEMENT OF PROBLEM 1.3 PURPOSES, SCOPE AND OVERVIEW OF THE THESIS CHAPTER 2: LITERATURE REVIEW 2.1 THEORETICAL BACKGROUND TO THE STUDY 2.1.1 Definition of LLSs 2.1.2 Distinction between LLSs for speaking or SLSs and speaking strategies 2.1.3 Classification of LLS 2.1.4 Good language learners 10 2.1.5 The importance of LLSs in language learning and teaching 13 2.1.6 The importance of speaking skill in ELT 15 2.2 PREVIOUS STUDIES EXAMINING THE INFLUENCE OF LEARNING STRATEGIES ON LANGUAGE PROFICIENCY AND (ON) SPEAKING IMPROVEMENT 16 2.2.1 Relationship of learning strategy and language proficiency 16 2.2.2 Previous researches on the field of learning strategy and speaking improvement 19 2.3 SUMMARY 21 iv CHAPTER 3: METHODOLOGY 3.1 RESEARCH QUESTIONS 23 3.2 STUDY DESIGN 24 3.2.1 The survey on the use of LLSs 24 3.2.1.1 Subjects 24 3.2.1.2 Instruments 26 3.2.1.3 Data collection procedures 28 3.2.2 Case study and Experiment 28 3.2.2.1 Subjects 28 3.2.2.2 Instruments 30 3.2.2.3 Data collection procedures 32 3.3 SUMMARY 34 CHAPTER 4: DATA ANALYSIS AND FINDINGS 35 4.1 RESPONSES TO SURVEY QUESTIONNAIRES 35 4.1.1 SLSI at HUI and students’ attitudes toward LLSs and LLSI 35 4.1.2 Current use of SLSs used by the non-English majors at HUI 37 4.1.2.1 Frequency of SLSs 37 4.1.2.2 The use of SLSs of the good and the weak learners 38 4.2 CASE STUDY AND EXPERIMENT 44 4.2.1 Results of the two oral tests 44 4.2.1.1 Analyzing the results of the initial oral test 44 4.2.1.2 Analyzing the results of the final oral test 47 4.2.2 Results of the first and second semester speaking scores of the four participants compared to other students in class DBA8E 52 4.2.3 The use of the 10 experimented strategies by the four participants during the experiment 55 4.3 FINDINGS 67 4.4 SUMMARY 68 v CHAPTER 5: SUGGESTIONS AND CONCLUSION 69 5.1 IMPLICATIONS 69 5.2 SUGGESTIONS 70 5.2.1 For LLSI 70 5.2.2 For curriculum and syllabus development 71 5.2.3 For teachers of English 71 5.2.4 For maximizing the LLSs in teaching and learning speaking 5.2.4.1 Some strategies from social strategy group 73 5.2.4.2 Combining strategies “practicing speaking ” with “looking for practice opportunities” 75 5.2.4.3 Compensation strategies 76 5.3 CONCLUSION 77 BIBLIOGRAPHY 79 APENDIX 1: Questionnaire (in Vietnamese) 83 APPENDIX 2: Questionnaire (in English translation) 86 APPENDIX 3: Interview and observation guidance for the use of the10 suggested strategies (in Vietnamese) 89 APPENDIX 4: Interview and observation guidance for the use of the10 suggested strategies (in English translation) 91 APPENDIX 5: Frequency of using SLSs 93 vi LIST OF TABLES Pages Chapter Table 3.1 Distribution of participants’ gender -25 Table 3.2 Distribution of participants’ age -25 Table 3.3 Distribution of the places of attending high school -26 Table 3.4 Distribution of time of learning English 26 Table 3.5 Background of the four experimental participants 29 Table 3.6 SILL scores of the four experimental participants -29 Chapter Table 4.1 The frequency of students’ report about strategy instruction 36 Table 4.2 Students’ opinion of the importance of LLSs -36 Table 4.3 Students’ attitudes to the necessity of LLSI -37 Table 4.4 SILL scores of six strategy groups of the DBA students -38 Table 4.5 Comparison of SILL scores of six strategy groups of the good and the weak DBA students -40 Table 4.6 SILL scores of SLSs of the good and the weak DBA students 43 Table 4.7 Four participant’s scores in the initial test -44 Table 4.8 Four participants’ scores in the final test 47 Table 4.9 Means of the first and second semester speaking scores of DBA8E students -52 Table 4.10 a Frequency of the first semester speaking scores of class DBA8E 53 Table 4.10 b Scores of the four experimental participants 53 Table 4.11 a Frequency of second semester speaking scores of the students in class DBA8E 54 Table 4.1 b Scores of the four experimental participants 54 vii LIST OF FIGURES Pages Figure 4.1 SILL scores of the good and the weak learners 39 viii Danserau, D F (1978) The development of a learning strategies curriculum Learning Strategies Ed H F O'Neil, Jr New York: Academic, 1978: 1-29 Dansereau, D F (1985) Learning strategy research In Judith W Segal, Susan F Chipman and Robert Glaser (Eds.), Thinking and learning skills: Relating learning to basic research, vol Hillsdale, NJ: Erlbaum 209-240 Fleming, F and Walls, J (1998) What pupils do: the role of strategic planning in modern foreign language learning Language Learning Journal No.18, 14-21 Green, J M and Oxford, R (1995) A closer look at learning strategies, L2 proficiency, and gender TESOL Quarterly Vol 29, No.2, Summer, 261-297 Harlow, L L (1988) The effects of the yellow highlighter- second-language learner strategies and their effectiveness: a research update The Canadian Modern Language Review 45, 91-102 Hosenfeld, C (1976) Learning about learning: Discovering our students' strategies Foreign Language Annals 9, 117-129 Courcy, M D (2002) Learners’ Experiences of Immersion Education: Case studies of French and Chinese Cromwell Press :td Nguyen, T H (1999) Language learning strategies of the students in Hue University O'Malley, J M and Chamot, A U (1990) Learning strategies in second language acquisition Cambridge: Cambridge University Press O'Malley, J M., Chamot, A U., and Kupper, L (1989) Listening comprehension strategies in second language acquisition Applied Linguistics 10(4), 418-437 O'Malley, J M., Chamot, A U., Stewner-Manzanares, G., Kupper, L.J and Russo, R.P 1985a Learning strategies used by beginning and intermediate ESL students Language Learning Vol.35, No.1, 21-36 O'Malley, J M., Chamot, A U., Stewner-Manzanares, G., Russo, R P and Kupper, L J 1985b Learning strategy applications with students of English as a second language TESOL Quarterly 19, 557-584 80 Oxford, R L (1989) Use of language learning strategies: a synthesis of students with implications for strategy training System Vol 17, No.2, 235-247 Oxford, R L (1990) Language Learning Strategies What Every Teacher Should Know Boston Heinle & Heinle Publishers Oxford, R L (1992) Language learning strategies in a nutshell: update and ESL suggestion TESOL Journal, 18-22 Oxford, R L (1993) Research on second language learning strategies Annual Review of applied linguistics 13, 175-187 Oxford, R L and Crookall, D (1989) Research on language learning strategies: methods, findings, and instructional issues Modern Language Journal 73, 403419 Oxford, R L and Ehrman, M E (1995) Adults' language learning strategies in an intensive foreign language program in the United States System Vol 23, No 3, 359-386 Oxford, R.L and Nyikos, M (1989) Variables affecting choice of language learning strategies by university students The Modern Language Journal 73, 291-300 Oxford, R.L, Park-Oh, Y., Ito, S., and Sumrall, M (1993) Japanese by satellite: effects of motivation, language learning styles and strategies, gender, course level, and previous language learning experience on Japanese language achievement Foreign Language Annals 26, NO.3, 359-371 Rubin, J (1975) What the "good language learner " can teach us TESOL Quarterly Vol 9, No 1, March, 41-51 Rubin, J (1981) Study of cognitive processes in second language learning Applied Linguistics 11, 118-31 Rubin, J (1987) Learner Strategies Theoretical assumptions, research, history and typology In A L Wenden & J Rubin (Eds.) Learner Strategies in Language Learning (pp.15-30) Englewood Cliffs, NJ: Prentice Hall 81 Wenden, A., & Rubin, J (1987) Learner strategies in language learning Englewood Cliffs, NJ: Prentice Hall 82 APPENDIX 1: QUESTIONNAIRE (IN VIETNAMESE) PHIẾU ĐIỀU TRA Chào bạn sinh viên! Những câu hỏi sau nhằm thu nhập liệu cho đề tài nghiên cứu “The use of learning strategies to improve the speaking skills of the non-English majors at Ho Chi Minh City University of Industry ” Xin bạn vui lịng giúp chúng tơi trả lời câu hỏi cách đánh dấu √ vào ô trống có câu trả lời với bạn Đối với câu cần ý kiến cụ thể, xin bạn vui lòng ghi rõ Câu trả lời bạn góp phần lớn thành công đề tài Chúng cam đoan sử dụng phiếu điều tra vào mục đích nghiên cứu khơng làm điều gây hại đến bạn Ngày… tháng… năm 2007 PHẦN I THÔNG TIN CÁ NHÂN Họ tên sinh viên: Lớp: Giới tính: nam nữ Tuổi theo dương lịch: Bạn học trung học ở: Thành phố Thị xã Nông thôn Vùng cao/ vùng sâu, vùng xa Học tiếng Anh từ: tiểu học trung học sở trung học phổ thơng thơì điểm khác: 83 PHẦN II: VỀ THỰC TRẠNG HƯỚNG DẪN HỌC VIÊN CHIẾN LƯỢC HỌC MÔN NÓI VÀ QUAN ĐIỂM CỦA SINH VIÊN VỀ VẤN ĐỀ NÀY Theo bạn thấy, giáo viên dạy mơn nói lớp bạn: vừa trọng dạy kiến thức, vừa hướng dẫn cách học cho sinh viên nên bạn có cách học hiệu trọng dạy kiến thức, không hướng dẫn cách học cho sinh viên, bạn tự giác học theo cách Theo bạn, việc người học phải có chiến lược học phù hợp với thân là: quan trọng quan trọng khơng quan trọng khơng có ý kiến Theo bạn việc giáo viên phải hướng dẫn cho sinh viên cách học hợp lí dành cho mơn nói là: cần thiết cần thiết không cần thiết 84 PHẦN III : VỀCHIẾN LƯỢC HỌC VÀ LUYỆN TẬP MƠN NĨI 10 Bạn có thói quen hoc thực hành mơn nói nào? Chiến lược Khơng Memory 10.1.1 Học thuộc lịng từ vựng văn nói hay sưu tầm 10.1.2 Đặt từ mớI vào ngữ cảnh nói vào câu 10.1.3 Thường xuyên ôn Cognitive 10.2.1 Cố gắng nói giống người ngữ 10.2.2 Thực hành với bạn lớp với bạn biết tiếng Anh 10.2.3 Áp dụng vốn văn nói biết vào nhiều cách khác 10 2.4 Chủ động nói chuyện tiếng Anh 10.2.5 Xem TV loại phim có tiếng Anh Compensation Khi tham gia hộI thoạI, bạn bị “bí” từ, bạn sẽ: 10.3.1 Dùng điệu cử 10.3.2 Dùng từ đồng nghĩa 10.3.3 Diễn giải điều bạn muốn nói theo cách người nghe hiểu 10.3.4 Hỏi bạn nói giáo viên từ vưng hoăc ngữ pháp mà bạn Metacognitive 10.4.1 Chú ý lắng nghe có nói 10.4.2 Có thời khóa biểu cụ thể dành cho học mơn nói 10.4.3 Tìm kiếm hội để thực hành nói tham gia câu lạc tiếng Anh Affective 10.5.1 Thư giãn nói để tránh cảm giác lo sợ 10.5.2 Tự khuyến khích nói Social 10.6.1 u cầu người nói nói chậm hay lặp lại khơng bắt kịp họ 10.6.2 Hợp tác với bạn bè lớp người nói tiếng Anh với bạn 10.6.3 Tìm hiểu văn hóa giao tiếp lời người nói tiếng Anh 85 Hiếm Thỉnh thoảng Thường Luôn APPENDIX 2: QUESTIONNAIRE (IN ENGLISH TRANSLATION) QUESTIONNAIRE Dear research participants, This questionnaire aims at collecting data for the study entitled “The use of learning strategies for the non-major English students at HUI to improve the speaking skills” Please read all of the options and choose as many as apply by putting a tick (٧) next to them, and please write your detailed answers in the space provided if the questions are open response ones Your participation is very important for the success of the study They are used for research purpose only and we promise that we will not anything harmful for all your studies as well as your identifying information PART I: ABOUT YOU Student’s name:……………………………………… Age: Gender: male female Class:………… You went to high school in: city town the countryside mountainous area/ remote rural area You started learning English when you learned in: elementary secondary school high school other ( please specify) 86 PART II: SLSI AND STUDENTS’ ATTITUDES TOWARDS LLSs AND LLSI Your teacher of the speaking subject: both teach you the new language and instruct you how to learn well teach you the new language only, but no learning instruction combined In your opinion, how important are LLSs for your learning of speaking English? extremely important important unimportant no opinion In your opinion, how necessary is LLSI for students? extremely necessary necessary unnecessary PART III: ABOUT FREQUENCY OF USING A NUMBER OF SLSs 10 How often you use each of the ways of learning speaking below, please tick Strategies Never Rarely Sometimes Usually Always 10.1.1 I learn by heart new English words 10.1.2 I use new English words in a sentence so I can remember them 10.1.3 I review English often 10.2.1 I try to talk like native speakers 10.2.2 I practice speaking with others 10.2.3 I speak the English words I know in different way 10.2.4 I start the conversations in English 10.2.5 I watch TV shows in English In conversations in English, when I cannot think of words in English, 10.3.1 I use mine or gesture 87 10.3.2 I use synonyms 10.3.3 I paraphrase or I explain 10.3.4 I ask my counterpart to provide me the missing words 10.4.1 I pay attention when someone is speaking English 10.4.2 I plan schedule for leaning speaking 10.4.3 I look for practice opportunity 10.5.1 I try to relax when speaking 10.5.2 I self encourage to speak English 10.6.1 I cooperate with others 10.6.2 I ask for slow down or repeat 10.6.3 I try to learn about the culture of English speakers 88 APPENDIX (IN VIETNAMESE) CÁC CÂU HỎI PHỎNG VẤN Bao lâu bạn thực hành nói tiếng Anh với người khác? Bạn làm bạn nói lại khơng hiểu câu mà người bạn nói với bạn vừa nói? Bạn yêu cầu người lập lại, hay yêu cầu họ giải thích, hay bạn cố gắng đốn nghĩa từ đó? Hay bạn có giải pháp khác để trì hội thoại lúc khơng? Khi bạn tham gia hội thoại bạn quên từ, bạn làm gì? Bạn làm để có nhiều hội nói tiếng Anh? Bạn có tham gia câu lạc tiếng Anh khơng? Nếu có, bạn có thường xun đến hay khơng? Bạn có thường xem phim tiếng Anh, hay nghe nhạc tiếng Anh, hay có thường xuyên chat với bạn bè hay người nước tiếng Anh hay không? Bao lâu bạn làm điều đó? Bạn làm cách để học từ mới? Khó khăn bạn bạn áp dụng chiến lược mà hướng dẫn cho bạn gì? PHẦN 2: VỀ SỰ SỬ DỤNG 10 CHIẾN LƯỢC THỰC NGHIỆM Các chiến lược Đã áp dụng cách Chiến lược Chiến lược Chiến lược Chiến lược Chiến lược Chiến lược Chiến lược Chiến lược 89 Nhận xét Chiến lược 10 Chiến lược 10 90 APPENDIX (IN ENGLISH TRANSLATION) INTERVIEW GUIDANCE FOR THE USE OF THE 10 SUGGESTED STRATEGIES PART 1: INTERVIEW QUESTIONS How often you practice English with other students? What you when you come across an unknown word/expression while speaking to others? Ask the speaker to repeat, ask the speaker to explain, try to guess or others? (Please specify) If you forget a certain word/expression what you do? How can you look for practice opportunities? Do you go to any English-speaking clubs? Yes/No? If yes, how often? Did you often watch TV shows in English or listen to English songs or chat with foreigners in English? How did you learn new words? Learning by heart new words from textbooks, signs on street or others (please specify)? What difficulties did you face when you applied suggested strategies to your speaking learning? PART 2: ABOUT THE USE OF 10 SUGGESTED STRATEGIES Strategies How to be used Comments Strategy Strategy Strategy Strategy Strategy 91 Strategy Strategy Strategy Strategy 10 Strategy 10 APPENDIX 5: FREQUENCY OF USING SLSs 92 Strategies Good learners Weak learners Never 10.1.1 Learn by heart 10.1.2 Apply new words into context 10.1.3 Review English often 10.2.1 Try to speak like native speakers 10.2.2 Often practice speaking with others 10.2.3 Combine known English in different situations 10.2.4 Start the conversations in English 10.2.5 Watch TV shows in English 10.3.1 Use mine or gesture 10.3.2 Use synonym 10.3.3 Paraphrase 10.3.4 Ask someone for missing knowledge 10.4.1 Pay attention when someone is speaking English 10.4.2 Plan schedule for leaning speaking 10.4.3 Look for practice opportunity 10.5.1 Relax when speaking 10.5.2 Self encourage to speak English 10.6.1 Cooperate with others 10.6.2 Ask for slow down or repeat 10.6.3 Try to learn about the culture of English speakers 10.1.1 Learning by heart 10.1.2 Apply new words into context 10.1.3 Review English often 10.2.1 Try to speak like native speakers 10.2.2 Often practice speaking with others, especially with native speaker or the good English speakers 10.2.3 Combine known English in different situations 93 Rarely Sometimes Usually Always 4.5% 27.3% 59.1% 9.1% 27.3% 25.0% 40.9% 6.8% 4.5% 68.2% 15.9% 11.4% 2.3% 13.6% 22.7% 34.1% 27.3% 2.3% 6.8% 18.2% 43.2% 29.5% 2.3% 4.5% 31.8% 36.4% 25.0% 6.8% 11.4% 27.3% 40.9% 13.6% 36.4% 29.5% 31.8% 25.0% 2.3% 18.2% 25.0% 25.0% 6.8% 2.3% 6.8% 25.0% 50.0% 15.9% 2.3% 18.2% 34.1% 45.5% 4.5% 22.7% 52.3% 20.5% 2.3% 47.7% 47.7% 2.3% 13.6% 20.5% 31.8% 34.1% 6.8% 6.8% 22.7% 50.0% 13.6% 11.4% 4.5% 40.9% 25.0% 18.2% 9.1% 11.4% 29.5% 15.9% 34.1% 13.6% 38.6% 47.7% 9.1% 15.9% 25.0% 25.0% 25.0% 13.6% 9.1% 45.9% 17.7% 13.6% 12.9% 41.9% 33.9% 11.3% 9.7% 22.6% 40.3% 17.7% 8.1% 27.4% 58.1% 6.5% 9.7% 16.1% 40.3% 19.4% 14.5% 4.8% 12.9% 43.5% 24.2% 14.5% 8.1% 25.8% 30.6% 25.8% 9.7% 9.7% 10.2.4 Start the conversations in English 10.2.5 Watch TV shows in English 10.3.1 Use mine or gesture 10.3.2 Use synonym 10.3.3 Paraphrase 10.3.4 Ask someone for missing knowledge 10.4.1 Pay attention when someone is speaking English 10.4.2 Plan schedule for learning speaking 10.4.3 Look for practice opportunity 10.5.1 Relax when speaking 10.5.2 Self encourage to speak English 10.6.1 Cooperate with others 10.6.2 Ask for slow down or repeat 10.6.3 Try to learn about the culture of English speakers 94 14.5% 27.4% 30.6% 25.8% 1.6% 14.5% 17.7% 25.8% 25.8% 16.1% 22.6% 16.1% 27.4% 21.0% 12.9% 40.3% 17.7% 25.8% 6.5% 9.7% 3.2% 11.3% 29.0% 32.3% 24.2% 8.1% 38.7% 30.6% 22.6% 3.2% 35.5% 38.7% 22.6% 9.7% 37.1% 32.3% 14.5% 6.5% 11.3% 27.4% 45.2% 12.9% 3.2% 29.0% 30.6% 25.8% 9.7% 4.8% 4.8% 14.5% 35.5% 21.0% 24.2% 3.2% 24.2% 32.3% 22.6% 17.7% 8.1% 16.1% 35.5% 24.2% 16.1% 11.3% 14.5% 51.6% 11.3% 11.3%