1409 high school efl teachers perceptions about teaching learning strategies to efl students nhận thức của giáo viên tiếng anh thpt về việc dạy chiến lượ

Rationale

ManynationsinAsiaandEuropehaverecentlyincreasedtheireffortstoteachEnglis hasasecondlanguage(ESL)orasaforeignlanguage(EFL)

(ESL).Inrecentyears,secondlanguageeducationhasshifteditsemphasisawayfromthe ideal teaching strategy and toward how effective teachers and studentsaccomplishtheirobjectives.Teachers'classroomstudyonthelinguistic,discursi ve,andinteractionalstructureofeducationaleventsresultedfromthisintheir case For students, this has resulted in research on (1) how individualsapproachlearningbothinsideandoutsideoftheclassroomand(2)thedifferenttypesof methodsandcognitiveprocessestheyemploywhenlearningasecondlanguage.Oneofthema inpurposesofeducationalevolutionistohelpstudentslearnhowtolearnmoreeffectively.Tea chersneedtogivestudentstheinformation,skills,andstrategiestheyneedtosucceed.

When learning languages, some foreign language teachers may wonderwhy some of their students are jumping ahead while others are slowly movingforward, no matter how hard the teacher works to make the language lessoninteresting and fun Part of this difference between more and less effectivelanguage learners may be due to differences in ability, motivation, and/orcommitment.Butanimportantfactorseemstobetheknowledgeandabi lityto use "how to learn" techniques or learning strategies The purpose of usinglearnings t r a t e g i e s i s t o h e l p s t u d e n t s l e a r n m o r e e f f i c i e n t l y( W e i n s t e i n &

Mayer, 1986) As students begin to understand their learning processes andgain some control over those processes, they tend to take more responsibilityfortheir learning.

Chamot,Barnhardt,El-DinaryandRobbins(1999)noted:“Thedifferences between the most effective learners and the least effective learnerswere found in the number and range of strategies used, in how the strategiesapplied to the task, and whether they were appropriate to the task” (p 166).Therefore, teaching learning strategies is especially useful for later learners.Learning strategies must be chosen according to the activity Teachers canteach certain strategies to their students, but these strategies do not alwayswork for them The fact that teachers teach students optional strategies iscertainly an important factor and will affect their ability to be competentEnglish learners As their learning styles differ, so do their preferred learningstrategies If they find effective strategies for learning, they will be able tostudysuccessfully.

In short, because of the importance of learning strategies, this researchaimstofindouthighschoolEFLteachers’perceptionsaboutt e a c h i n g lea rning strategies to EFL students That is the reason why the research onhigh school EFL teachers’ perceptions about teaching learning strategies toEFLstudentswascarriedout.

AimandObjectivesofthe Study

Aimof the study

This study aims to explore high school EFL teachers’ perceptions aboutteaching learningstrategiesto their EFLstudents.

Objectivesof the study

- toi n v e st i g a t e h i g h sc ho ol E FL t ea ch er s’ p e r c e p t i o n s a b o u t t h e necessityof teachingstudents howtolearnEnglish,

- to explore high school EFL teachers’ perceptions about the advantagesinteachingstudentshowtolearnEnglish,and

- tof i n d o u t h i g h s c h o o l E F L t e a c h e r s ’ p e r c e p t i o n s a b o u t t h e disadvantages in teachingstudents howtolearn English.

Research Questions

Toachievetheaboveaimandobjectives,theresearcherh a s collected dataand analyzed itto answer thefollowingquestions:

2 What are high school EFL teachers’ perceptions about the advantagesofteachingstudentshowtolearnEnglish?

3 What are high school EFL teachers’ perceptions about thedisadvantages ofteaching studentshowtolearnEnglish?

Scopeofthe Study

In this part, the research mentions the scope of the time, the setting andparticipants,the issuesand thedata.

The research will only be carried out in the academic year 2021–2022.The research will be conducted at high schools in Gia Lai province with theparticipationof 40teachersofEnglish.

There are many factors relating to the perceptions of teaching learningstrategies to EFL students such as the reasons, the importance, the effect, theadvantages and the disadvantages.B u t i n t h i s r e s e a r c h , t h e r e s e a r c h e r w i l l only focus on one issue: the importance of teaching learning strategies to EFLstudents.Therearetwo reasons forthis choice:Firstly,duetothelimitationof time and ability, the research cannot cover all of the issues and problems Andthis problem is suitable for the reality of the teachers there so they can easilyhaveacompleteunderstandingoftheseproblems.

There are many ways to collect the data The data can be collected byquestionnaires, narratives, interviews, observation and so on In this study, theresearcher will use questionnaires and interviews to collect the data becausethese ways are accessible and suitable for the teachers there and the researchercanhavequalitativeandquantitativedatawith great reliability.

Significanceofthe Study

The research should be seen as further contribution in understandingabout teaching learning strategies to EFL students Moreover, this study willgiveusefuldatarelatedtoteachers’perceptionsaboutteachinglearningstrategiest oEFLstudents.Findingsandsuggestionsmaybereasonsforfurtherresearches.

ThefindingsoftheresearchmayhelphighschoolEFLteacherstoknowthe insights on teachers’ perceptions about teaching learning strategies to theirEFL students Thanks to this, teachers can adjust and improve their teachingmethodologytohelpthestudentsbeabletoknowhowtolearnEnglish.

Organization ofthe Study

Chapter 1 – Introduction – presents the background information of thestudy; including the rationale of the study, the aim and objectives, researchquestions,scopeofthestudy,thesignificanceandorganizationofthestudy.

Chapter 2 – Literature review – provides the literature review with thetheoretical background of teaching learning strategies.In addition,previousstudiesrelatedtoteachinglearningstrategiesarealsomentionedinthischapter.

Chapter3–ResearchmethodsandProcedures–discussesthequalitative and quantitative methods employed in the study.Secondly, itdescribes the participants of the study.Thirdly, it introduces the researchinstruments, questionnaire and interview, used to collect data for the study.Lastly, this chapter will come to an end with the procedure to conduct thestudyandthe methodsofdata analysis.

Chapter4–FindingsandDiscussion–analyzes,describesandillustrates the EFL teachers’ perceptions about teaching learning strategies totheir EFL students The information collected from the questionnaire and thedata of the semi-structured interviews will be analyzed in order to give moreexplanations for the findings of the study.From these analyses, the resultsfromthe analysiswillbe discussed.

Chapter 5 – Conclusion and Implications – summarizes the main pointsof the study andsuggestssomei m p l i c a t i o n s f o r t h e l e a r n e r s a n d t e a c h e r s int eaching learning strategies as well as for further studies Some limitationsarealsopresented inthischapter.

This chapter will cover the two main parts: theoretical framework andpriorempiricalstudies.Theformerlooksatthegeneralbackgroundoflanguage learning strategies The latter reviews some related empirical studiesexamininglearning strategiesaround theworldandinVietnam.

LanguageLearningStrategies

Definitionsof languagelearningstrategies

Differentlinguisticresearchersdefinelanguagelearningstrategies(LLSs)indi fferentways.Theterm"languagelearningstrategies"isdefinedin various ways such as "technique", "tactic" and "skill" These definitionssometimes overlap and conflict with each other Weinstein and Mayer (1986)claim that LLSs relate to both behaviors and thoughts, which are invisible.Therefore,WeinsteinandMayer(1986)statethat"LLSsareknownasparticu lar behaviors and thought processes used by the learners to facilitateacquisition, storage, or retrieval of information" (p.315) In contrast, OxfordandA p h e k ( 1 9 8 9 ) d e f i n e t h e t e r m a s " b e h a v i o r s " o r " a c t i o n s " , w h i c h a r e easily visible Simply, Nunan (1991, p.168) defines "LLSs are the mentalprocesses which learners adopt to learn and use the target language" As such,Nunan'sdefinition limits learning strategies as"mentalprocesses".

Oxford(1998)statesthatLLSsarethepurposefulmentalmethodsadopted by the learners to approach of the target language Similarly, Takac(2008) defines LLSs are learners' effortfulness to learn a second language Healso collects some moredefinitions ofthedifferentscholars.

Tarone(1981) An effortfulness to develop linguistic and sociolinguisticcompetencein thetargetlanguage.

Behaviorsa n d t h o u g h t s t h a t a l e a r n e r e n g a g e s i n d u r i n g le a r ni ng thatareintended toinfluencethelearner’sencodingprocess.

Chamot(1987) Techniques,approachesordeliberate actions thatstudentsta keinordert o f a c i l i t a t e l e a r n i n g , r e c a l l o f b o t h l i n g u i s t i c a n d c o n t e n t information.

Wenden(1987) The term refers to language behaviors learners engage in to learnand regulate the learning of L2, to what learners know about thestrategiest he y use(i.e s t r a t e g i c k now le dg e) , and to w h a t l e a r n e r knowaboutaspectsofL2learning.

Ellis(1995) Generally,a s t r a t e g y is a m e n t a l o r b e h a v i o r a l a c t i v i t y relat ed t o somespecificstageintheprocessoflanguageacquisitionor languageuse.

Ridley(1997) Broadly speaking, the term strategy denotes procedures which aresometimesconsciousandsometimesunconscioususedbyapersonasaw ayofreachingagoal.

Oxford(1998) Behaviorsoractionswhichlearnersusetomakelanguagelearningmor esuccessful, self-directed andenjoyable.

Cohen(1998) Processes which are consciously selected by learners and whichmay result in action taken to enhance the learning or use of a

Purpura(1999) Conscious or unconscious techniques or activities that anindividualinvokes in languagelearning, useor testing.

It seems that the researchers agree that LLSs as “techniques” employedby the learners to gain knowledge of thetarget language Although theyattempt to clarify the definitions of LLSs in different ways, these concepts ofLLSs, which are still general, vague, and unclear, some arguments over theconcept of LLSs in a particular perspective, altogether they agree with Liang(2009) about what LLSs are either behavioral, and thus visible, or mental, andthusinvisible or LLS are learningmethodsincludingbroad approachesa s wellasparticularactionsortechniquesforlearningaforeignlanguage(FL).

Featuresof languagelearning strategies

It is argued that the best ways to define the notion of LLSs is to list thecentral characteristic of LLSs Oxford (1990) provides an adequate list featureoflanguage learningstrategies.

Table2.2.Featuresof languagelearning strategies-Oxford(1990:9)

Classificationsoflanguage learningstrategies

As specified in the above definitions, LLSs are divided into differentcategoriesbyvariousresearcherssuchasWeinsteinandMayer( 1 9 8 6 ) , O xford andAphek (1989),Nunan(1991).

The classification of LLSs is logically developed through time Theearly categorization which attempted to recognize and define the behavior of“language learners” Basing on language learning process, LLSs are dividedinto four categories The first category is formal language practicing (whichrefers to knowledge about language related to grammatical and syntacticalelements(i.e.,“thelanguagecode”),thesecondcategoryisfunctionalpract icing or using language for “authentic communication purposes”, thethirdcategoryismonitoringforexaminingandmodifyingorcorrectinglinguistico u t p u t , a n d t h e l a s t c a t e g o r y i s i n f e r e n c i n g u s e d f o r g u e s s i n g a previously unknown meaning or form in a second language (Bialystok 1978,p.78-80)

Wong-Fillmore (1979) also looking into the role of the individual inlanguage learning divides LLSs into “cognitive” and “social” LLSs, whileRubin (1981), relying on learners’ actions, classifies LLSs into “indirect” and“direct”LLSs.

The earlier classification of LLSs (Bialystok, 1978; Wong-Fillmore,1979; Rubin, 1981) concentrates on providing the whole picture of LLSsemployed by the learners while the later categorization of LLSs by O’Malley,Chamot,Stewner-

Manzanares,Russo,andKüpper(1985),dependingon“learners’ mental process,” divides LLSs into cognitive, metacognitive andsocio-affectivestrategies.

Oxford(1992)claimsthatLLSsfallintofivecategories,thefirstcategories are those referring to the behaviors of successful language learners;thenextonesarethosebasedonpsychologicalfunctions(cognitive,metacogn itive and affective); the following ones are those based on languageaspects (e.g. monitoring); the later ones are those relied on language skills orknowledge (e.g., oral production, vocabulary learning); and the last ones arethosereliedondifferentlearningtypesorstyles.

According toO x f o r d ( 1 9 9 0 , p 1 6 ) , d i r e c t l e a r n i n g s t r a t e g y i s d i v i d e d intothreesecondarystrategies,namely:memory,c o g n i t i v e , a n d compensation strategies While Oxford categorizes Indirect learning strategyintometacognitive,affective,andsocialstrategiesaspresentedinthefollowin gtable.

A.G u e s s i n g intelligently B.O v e r c o m i n g limitati onsinspeaking and writing C.C e n t e r i n g yourlearnin g

B.Arranging and planningyourlearning C.E v a l u a t i n g yourlearni ng

Oxford(1990:37)characterizesdirectlearningstrategyaslanguagelearning strategy that involves directly the target of the learning As shown inthe table above, Memory strategies, Cognitive strategies, and Compensationstrategies aredefinedasdirect learning strategies byOxford.

“Memory strategies, such as grouping or using imagery, have a highlyspecificfunctionhelpingstudentsstoreandretrievenewinformation.Cognitiv e strategies, such as summarizing or reasoning deductively, enablelearnerstounderstanda n d producenewlanguageby manydifferent m ea ns.

Compensation strategies, like guessing or using synonyms, allow learners touse the language despite their often large gaps in knowledge” (p.37). MemoryStrategyhassomesecondarystrategiesasfollows. a Creatingmentallinkages.

Therearethreeusefulstrategiesforreceiving,remembering,andretrieving new knowledgeassociating/collaborating, grouping, and placingnewvocabularies intoacontexttomakementallinkages. b Applyingimagesandsounds.

To remember new expressions that the students get from listening orreading,theycanusefourstrategiessuchasusingimagery,s e m a n t i c mapping,u sing keywords,andrepresenting soundsin memory. c Reviewingwell.

Reviewingwellstrategyisespeciallyconsideredtobeusefulforrememberingne wmaterialinthetargetlanguage.Itrequiresreviewingatdifferentintervals,theintervalsatfi rstclosetogetherandthenincreasinglyfarapart. d Employingaction.

In employing action strategy,the two strategies likep h y s i c a l r e s p o n s e orsensationand mechanicaltechniques areused. e Usingmemorystrategiesforretrieval.

Memory strategies can be used by students or learners to recall targetlanguageinformationfaster,asthisinformationcanbeusedforcommunication involving all four language skills The same mechanism thatwasoriginallyusedtomemorizethenewinformation(e.g.amentalassociation) can then be used to retrieve information By thinking of thestudent'soriginalimage,thecombinationofsoundandimage,action,sensation, association or grouping, one can quickly remember what is needed.Information,e s p e c i a l l y i f t h e l e a r n e r h a s t a k e n t h e t i m e t o g o t h r o u g h t h e material in a structured way after the first encounter Cognitive Strategiesconsistofpracticing,receivingandsendingmessages,analyzingandreason ing,andcreatingstructureforinputandoutputarefoursetso f cognitive strategies that useful for language learners The secondary strategiesofthe cognitive strategyinclude: a Practicing.

The first and the most important cognitive strategies’ set is practicingwhich involves five strategies: repeating, usually practicing with sounds andwriting systems, recognizing and using formulas and patterns, recombining,and practicingnaturalistically. b Receivingandsendingmessages.

Twostrategies:gettingtheideaquicklyandusingresourcesforreceiving and sending messages are the components of receiving and sendingmessages. c Analyzingandreasoning.

Analyzing and reasoning consists of five strategies that help learners tounderstand and use the grammar rules and vocabulary by using their ownlogical thinking These strategies are useful, but they can cause problems if itisusedinover. d Creatingstructureforinputandoutput.

All four skills can be aided by creating structure for input and outputstrategy,anditcontainsthreestrategies:takenotes,summarize,andhighlightin g Learners can use these three strategies to sort and organize thetargetlanguageinformation.Moreover,thesestrategiesallowstudentstoprepare for using the language for speaking and writing and demonstrate theirunderstanding tangibly CompensationStrategies:

Learnerscanovercomeknowledgelimitationsintheirfourskillsbyusing the compensation strategies These strategies may play an important role inhelpingbeginnersandintermediatelanguagestudents,alsoforexpertlanguageusers who do not know an expression in some conditions, who fail to hearsomethingclearlyorwhoareconfusedwithimplicitorintentionallyvagueaboutthem eaning.Thesecondarystrategiesofcompensationstrategiesare: a Guessingintelligentlyinlisteningandreading.

One of the important techniques for listening and reading is guessing. Itaidslearnerstorecognizeandunderstandeverysinglewordbeforecomprehendingtheove rallmeaning.Alotoflanguagecanactuallybeunderstood through systematic guessing, without necessarily comprehendingall the details Using linguistic clues and other clues are two compensationstrategies relevanttolisteningand reading. b Overcominglimitationsinspeakingandwriting.

Contributing to learning are all the compensation strategies for speakingand writing It allows learners to stay in conversations or keep writing longenough to get sustained practice also provide New knowledge is also providedin amoreobviouswaybysomeof thesestrategies(e.g.,gettinghelp).

Indirectlearningstrategiesarethesecondcategoryofl e a r n i n g strategies, as defined in Oxford (1990:135) Indirect learning strategies arestrategiesthatsupportandmanagelanguagelearningwithoutdirectlyinvolving the target of the language The direct learning strategies directlyinvolve the language that learners learn, but indirect learning strategies do notinvolve the language that learned Indirect learning strategies give supportthroughfocusing,planning,seekingopportunities,evaluating,controllingan xiety, increasing cooperating and empathy and other means for languagelearners learning.Thepartsofindirectlearning strategiescontain:

Metacognitive Strategies: students or learners get useful help from thethree sets of metacognitive strategies in increasing their language four skills,that is: centering, arranging, planning, and evaluating Your Learning. Thesecondarystrategiesare: a Centeringyourlearning.

It is very important to find a focus or center for learning in all four- language skills Language learners face only confusion and noise without theright strategiesfor centering. b Arrangingandplanningyourlearning.

There are six useful and helpful strategies for arranging and planningstudents learning process in developing all language skills These strategieshelplearnersdiscoverthenatureoflanguagelearningorganizetolearn,establish aims,considertaskpurposes,planfortasks,andlookforopportunitiestopractice. c Evaluatingyourlearning.

There are two strategies related to monitoring one's own errors andevaluatingone'soverallprogresscanbeusedtoevaluateyourlearningstrategythat usefulinlanguage fourskillareas.

AffectiveStrategiesincludeloweringyouranxiety,encouragingyourself, and taking your emotional temperature are the three sets of affectivestrategies.Threeofthemareappliedtovariouslanguageskillsandareexplain edbelow. a Loweringyouranxiety.

Some learners not only encounters great anxiety in speaking the newlanguagebuttheyalsoexperiencetremendousanxietywhenl i s t e n i n g , readi ng,orwriting.Studentscangethelptolowertheiranxietybythefollowingstrategies,no matterwhichskillisinvolved. b Encouragingyourself.

Language learners usually want to boost and preserve spirits as they tryto understand or produce the new language In all four skill areas, teachingstudentssomeself-encouragement techniques will bebeneficial. c Takingyouremotionaltemperature.

Intheprocessoflearning,studentsusuallygetangrybys o m e conditionsinvol vedbytheirteachers,theirfriends,theirfamily,andthemselves Therefore, students should control their emotional temperature tofocusonlearningprocess.

Social Strategies: It is thought that social strategies are beneficial onlyforlisteningandspeaking,butsocialstrategiesarehelpfulandi n d e e d essential toallfour languageskills. a Askingquestions.

Asking for clarification or verification and asking for correctiona r e used in different situation in the language four skills areas They are bothstrategies under asking question strategy In listening and reading subject,asking for clarification or verification is more frequently used than asking forcorrection.Onthecontrary,askingforcorrectionismoreprevalentinspeaking andwriting. b Cooperatingwithothers.

A social act is the basic of the language, so cooperating with otherpeople is considered very essential The learner is required to interact with hispeerand moreproficientlanguageuserssuchas histeacheroranybody. c Empathizingwithothers.

Understanding and producing the new language requires empathy withothers,especiallypeople fromthe target culture.

Fourlanguage skills

When learning English language, there are four skills that cannot beseparated, namely speaking, reading, listening and writing According to SILInternational(1990),thefourbasicskillsarelinkedtogetherbytwoparameters based on the mode of communication, namely: oral or written andthedirection ofcommunication: receivingorproducingthemessage.

Listeningisthereceptiveabilityinoralmode.Listeningmeansunderstanding what we hear When listening, we generally find two situations:interactivelisteningandnon- interactivelistening.Aninteractivespeakingsituationisoneinwhichwehavetheopport unitytoaskourpartnerquestionsforclarification It is enough to listen to what our interlocutor says, it can be apersonal conversation and a conversation by phone or call Non- interactivelistening places us as passive listeners; part of non-interactive listening islisteningtotheradio,TV,filmoranythingelsewecan'taskforclarification.

Speakingistheproductiveability intheoralway,inspeakingweproduce the sound from the mouth and that sound must be intelligible. Inspeaking,therearethreeconversationsituations:First,theinteractiveconversations ituationincludesface-to- faceconversationandtelephoneconversation.Secondly,therearepartiallyinteractiv esituationssucha s giving a speech in front of an audience Three is speaking non-interactively,likerecordingaspeech.

Readingcompetenceisareceptivecompetenceinwrittenmode.Reading ability, used to obtain information in written form In reading ability,thelearnerseesthewrittenobjectandunderstandstheinformationitcontains.

The writing skill is a productive skill in oral written mode Writing is acomplicated skill, even for native speakers Writing ability not only presents aspeech or an idea, but develops and presents this speech or idea in the writtenformof thesubjectandinastructuredway.

Factorsin strategychoice

Since the learning we are discussing does not occur in a vacuum or lab,where variables are minimized or under control, it is necessary to discussfactors influencing strategy choice, even though doing so may complicate thesituation staged by differently defined and systematized learning strategies.Even classroom students, whose learning environment does not permit toomuch operation of social functions and real-life circumstances, use techniquesthataremoreorlessinfluencedbyavarietyofinternal andexternalelements.

Themannerthatstudentsapproachlearningalanguagemaybeinfluenced by how they view it According to Wenden (1987b, cited in Ellis1994, p 541), learners hold at least these two opposing views about languagelearning: some think that 'learning' language is crucial, so they frequently usecognitive strategies, while others think that 'using' language is important andtherefore focus more on communicative strategies There are significantlymore students who adopt the first attitude toward learning English than thosewhoadoptthesecondinChina,anEFLcontextwheretheTLisnot"spokenin the immediate environment" and there are few opportunities for naturalcommunication(Ringbom,1980).Thismayindicateatendencyinthelearners' choice of strategy As an illustration, students frequently observed tospend a lot of time conducting serious reading and to rely on memory and rotelearning.Anadditionalcrucialfactor inselectinganL2methodislanguag e learning styles, which are defined as general approaches to language learning.There may be a link between L2 learners' underlying learning styles and theirL2 learning practices These styles may also be linked to particular culturalvalues For instance, as previously said some learners enjoy learning in anaural method and are accustomed to listening to tapes and podcasts,whileotherspreferlearningvisuallyandemploymorelistingandg r o u p i n g strateg ies(Oxford,2002).Ontheotherhand,researchbyScarcellaa n d Oxford (1992) shows that students can overcome their weaknesses in somelearning styles with the right training strategy Despite some existing claimsabouttheeffectsofageonthespeed,sequenceandperformanceofL2learning,many researchersagreethatyoungchildrenoftenusesimplestrategies, while older students tend to adopt more advanced strategies (Ellis,1994, p 541),whichexplainswhy adultslearngrammar andv o c a b u l a r y faster and better than children However, this argument does not mean thatadult learners do not need strategies at all to learn grammar and vocabulary;Onthecontrary,adultlearnersshouldincreasetheirawarenessofusingstr ategies more effectively, which sends a signal to some EFL learners inChinawhosimplyblindlyinvestalotoftimeandeffortinp r a c t i c i n g grammar and vocabulary Although research on aptitudes and personality hasalsoinformedthechoiceoflearningstrategy,moreconvincinge v i d e n c e needst obegatheredtointerpretitsassociationswithlearningstrategy.Moreover, being an unavoidable factor in language learning, motivation alsoinfluences learning strategies, to name a few, passing exams and meetingparentalexpectations.Someresearchers haveargued thatmoremotivatedlearners use learning strategies more often than less motivated learners in anyway(Oxford1989).

Althoughindividuallearnerdifferencesresultinsomevarianceinstrategy application, some situational factors may also play a role Studies ofclassroom learners indicate that social strategies are rarely practiced (Chamotet al., 1988), unlike cognitive and metacognitive strategies, which are moreconsciousandfocusedinthesamesetting.Inadditiontothelearningenvironment, the type of task is another situational factor to consider. Forexample,grammarandvocabularytasksoftenrequiretheuseofself-monitoring, and guessing the meaning of words requires an inductive strategy.Itisincreasinglyrecognizedthatlearningstrategiesaremorelikelyt o improv e in appropriate environments and through carefully selected tasks.Gender is a social factor Gu (2002) suggests that female learners generallyusemostlearningstrategiesbetter,especiallythosethathelpexpandvocabul ary,andhavehigheroverallproficiencyinEFLthantheirmalecounterparts I partially agree with Gu on the issue of gender in languagelearning Recalling my experience as a teacher, I have to say that the girlsgenerally did a better job than the boys when it came to strategies like notetaking and preparation However, there are boys who show excellent languageskills;moreover,boysgenerallyshowmoreflexibilityandcreativityinlanguag e learning in general Apparently, more studies need to be conductedto examine the relationship between a specific learning strategy and gender(includinggenderratiosintheclassroom,where thebehavioralten dency ofthedominantsexmightinfluencethatoftheoppositesex),withotherparamet erssuch aslanguageabilityand carefullystudied academicsubject.

Although not as powerful a factor as those described above, academicmajor could be another source of diversity in the use of language learningstrategies.U s i n g q u e s t i o n n a i r e s a n d t e s t s , G u ( 2 0 0 2 ) f i n d s t h a t a r t s t u d e n t s outperform science in overall English proficiency, but have a slightly lowervocabularythanscience.ResearchbyOxford,NyikoandEhrman(1988)showsthat engineering students choose more analytical strategies than humanitiesstudents.Althoughtheseresultsarenotsufficientandconclusivetomakespecifics uggestionsforEFLteachers,withoutmoreinformationaboutothervariablesinagiven context, it is always useful to keep in mind the potential links betweenlearningstrategiesandacademicmajorsorfuturecareers.

PreviousresearchrelatedtothestudyandGapsintheexistingresearch

Previousresearchrelatedtothestudy

Up to now, there has been much research investigating the learningstrategies.Previousstudiesonteachinglearningstrategieshavebeenconduct ed in different contexts with different focus This research reviews up-to-date examples from the relevant literature on teaching learning strategies todetermine the research gap for which this study was conducted In order tosupport the writing of the research methodology and methods, the researcherreviewed previous empirical studies that are related to the topic of the currentresearch.

Anexperimentalstudy onthe effectsof differenttypesof strategytraining on listening comprehension for high school Spanish students foundsome benefits of strategy training, especially when the material was difficultfor students(Rubin, Quinn & Enos, 1988) An important conclusion of thestudywasthatteachersneedasmuchtimetounderstandandbecomeproficient in teaching learning strategies as students do in understanding andapplyinglearningstrategies.Further,thestudysuggestedthatteachersshould beinvolvedinthedesignoflearningstrategylessons.

AmulticasestudycarriedoutbyÉmilieTremblay-Wragg,C a r o l e Raby, Louise Ménard and Isabelle Plante describes the use of diversifiedteachings t r a t e g i e s i n u n i v e r s i t y c o u r s e s a n d e x a m i n e s t h e c o n t r i b u t i o n o f these strategies and their context of use on student learning motivation Forthis purpose, classroom observations and interviews were conducted with fourteachers usingdiversifiedstrategies,and 40t a r g e t e d s t u d e n t s

F u r t h e r m o r e , the motivation of 195 students was measured at the beginning and end of thesemester. Results reveal that the teachers used between six and nine differentteaching strategies and that student motivation increased during the semesterfor two groups but remained the same or decreased for the other groups. Inaddition,o t h e r m o r e o r l e s s p o s i t i v e c o n t e x t u a l f a c t o r s s e e m e d t o m o d u l a t e the benefits of strategy diversification on students’ motivation to learn Thesefindings highlight the importance of diversifying teaching strategies in highereducation as well as to take into account their contextof use in order topromotetheirpositive contribution.

Utilizing learning strategies is regarded as one of the principal factorsthat led to the successful acquisition of foreign vocabulary Heng's case studyin2011studiedfiveCambodianteachersandfivehighschoolstudentsemploying semi-structured interviews to collect data to find out the mosteffectivelearningstrategiesusedbyteachersandstudents.Ther e s u l t s report ed a wide range of effective learning strategies for learning vocabularyas well as a number of common problems faced by Cambodian EFL teachersand students.

Jafari (2013) examined the strategies employed by Iranian EFL studentsinthreedifferentEnglishlearninglevels.Aquestionnaireonvocabulary strategies was completed by 110 randomly selected students of three levels(beginner, intermediate and advanced) The study results showed that therewas no significant difference among the students with diverse competencelevels inemployinglearningstrategies.

Teaching learning strategies has recently received due attention fromboth teachers and EFL learners in Vietnamese contexts This was reported byseveralinvestigationsaboutperceptionsandimplementationoflearningstrategies in various Vietnamese educationalinstitutions at various levels,particularlyhighschools.Bui(2019)investigatedthelearningstrategiestowar ds learning English and the correlation between gender and the learner'sfield of study and English learning strategies The researcher interviewed 67students who were taking a language course as part of their high schoolprogram.Participantswere35studentsofEnglishmajorandanother32participantso fnon-

EnglishmajoratagiftedhighschoolinHaiPhong,Vietnam.Findingsrevealedthatboth majoredandnon-majoredEnglishlearners used strategies in learning English. However, the English-majoredlearners were reported to make more use of strategies in learning than thenon-

Englishmajoredones.Thisstudyalsorevealedthatthel e a r n i n g strategiesusedbet ween thetwo genders werenot muchvaried.

In another study with teenage Vietnamese EFL learners, Luong (2014)attempted to investigate vocabulary learning strategies used by the tenth- formstudents at a high school in a rural area of Hanoi The research was done withseven teachers and 140 students working and studying at a public school inHanoi The results showed that both teachers and learners at this high schoolvalue the importance of teaching and learning vocabulary in foreign languageclasses They employ a variety of vocabulary teaching and learning strategies.Buts o m e s t r a t e g i e s l i k e i n f e r r i n g f r o m t h e c o n t e x t o f t h e t e x t , u s i n g a n

Vietnamesed i c t i o n a r y , t r a n s l a t i n g , t a k i n g n o t e s i n c l a s s , a n d u s i n g th e vocabulary section in the textbook are often used Students with majorssometimes use the others instead of those without majors To improve theeffectivenessofteachingandlearningvocabulary,strategiesshouldbepromoted inclassrooms.

Aswecanseefromtheaboveresearches,differentstudiesgavedifferent learning strategies’ aspects and the studies were conducted in certainregions.However, a number of these studies were carried out among studentsnot teachers.

Gapsinexistingresearch

From the above sections of previous research, it is clear that manyresearchershaveinvestigatedlearningstrategies,butmostofthempayattention to some certain aspects but not to teaching learning strategies to EFLstudents.Moreover, there is not much research that investigates the roles ofteachers’perceptionsinteachinglearningstrategiestoEFLstudents.Therefore,theg apaboutthisissue appears.

Summary

In conclusion, this chapter presents an understanding of the concept oflearning strategies and perception Following this, the framework for learningstrategies is briefly provided Thechapterendswithreviewsof previousstudies andthe gapintheliterature.

Inthischapter,theresearcherdiscussesadetailedmethodusedtocollect the required data in order to answer the 3 research questions whichincluding5mainsections Thefirstsectionpresents theresearchmeth odofthe study The second section shows information about participants of theresearch.Thethirdoneexplainstheinstrumentsused.Thefourthp a r t provides the procedure of the data collection The fifth section reviews theprocess of data analysis These sections are further explained in detail asbelow.

ResearchMethod

Thisstudyisamixedmethodsapproach.Thequantitativeandqualitativeapproa cheswereusedtoanswertheresearchquestions.Thequantitative data was gathered by distributing a survey questionnaire whereasthe qualitative data was collected by using an interview with open-endedquestions to investigate High school EFL teachers’ perceptions about teachinglearning strategiestoEFLstudents.

Participants

40 teachers from various high schools who are teaching students at highschoolsinGiaLaiprovincevoluntarilyparticipatedinthestudy.Theparticipants answered the questionnaire individually and were not interferedbyanyexternalimpacts.Table3.1providesasummaryofparticipants’back ground characteristics The summary is based on the work of (Valizadeh,2021),but it was adjusted some characteristics to meet the demand of thestudy.

It can be seen from the table that the total of participants are 40 teacherswho has the age ranging from 26 years old to over 40 years old The majorityofparticipantsarefemalewith35teachers;theothersaremalewith5 teachers.They are working in high schools and 32 teachers have Bachelor’sdegree.Specifically, 8 teachers have Master’s degree Only 1 teacher has lessthan5yearsofexperienceaccountingfor2.5%.Mostofthemhaveexperienced in education sector over 16 years of teaching with 28 participantsaccounting for 62.5%.

Instruments

Thequestionnaire

The questionnaire was used because“questionnaire is regarded to beone of the easiest methods to manage, even with large numbers of subjects”(Dửrnyei,2010).

The qualitative and quantitative data was collected by using a close- endedquestionnaireandthreeopen-endedquestions.Thequestionnaireincorporated the adapted itemswhich have been developed byValizadeh(Valizadeh,2021) tohavethesuitablequestionnaireforthesurvey.

Thesurveyw a s d i v i d e d i n t o t w o s e c t i o n s T h e f i r s t s e c t i o n provided a demographic information part about the participants’ gender, agegroup, highest degree, and language teaching experience The second sectionincorporated 3 close-ended dimensions on 4 Point Likert Scale investigatingHigh school EFL teachers’ perceptions about teaching learning strategies toEFL students The participants needed to read the questionnaire survey, fill inthesuitableoptionsandanswertothem.Additionally,thes u r v e y questionnairew astranslatedintoVietnameseinordertopreventmisunderstanding fromthepartoftheparticipants.

Thepurposeofthequestionnaireinthisstudyistoobtaintheinformants’backgro undinformationandtoinvestigateHighschoolEFLteachers’ perceptions about teaching learning strategies to EFL students interms of the necessity, the benefits as well as the difficulties The quantitativedata were obtained via close- ended questions with response on Likert-scaleformat The participants were asked to identify each statement that related totheirt e a c h i n g p e r c e p t i o n s o n a f o u r - p o i n t sc a l e f r o m ,

(2) disagree; (3) agree; to (4) strongly agree.W h e r e a s t h e q u a l i t a t i v e d a t a wereconductedthroughoneopen- endedquestioninthequestionnairetoexplore teachers’ perceptions about the necessity, the benefits as well as thedifficultiestothese terms.

Theinterview

The interview is conducted to gain the data about the high school EFLteachers’ perceptions about teaching learning strategies This instrument helpsthe researcher to get deep information about the high school EFL teachers’perceptions Richards (2003) claims that the interview is an important tool ofqualitative inquiry and provides framework flexibility to probe In addition tothequantitativedataobtainedthroughthequestionnaire,interviewswereconducted to get detailed qualitative data, as it is commonly known that“interview is used to provide a credible account of the collected data alreadyyielded by the questionnaire”(Mackey & Gass, 2005).The interview is thestagefollowingonfrom thequestionnairebutisbasedonaselectiono f typical research subjects In the interview, the questions are open-ended togive the researcher a chance to allow an interviewee to develop and elaborateonhis/herideas.Therefore,ithelpstheresearchertoreasserttheresultcollect edthroughquestionnaires,gathermorereliableinformation,andencourage the respondents to express their views and interests Thus, theresearcher can have a profound insight into the problems that cannot be foundinthe questionnaires.

Three high school EFL teachers are interviewed using semi- structuredinterview after finishing the questionnaire, and then recorded in a writtenform.Of these, 1 teacher has been teaching for five years, 1 teacher has beenteaching for 15years and1 teacherfor 18years.

Each of the three teachers is invited for the interview Each interviewtakes place in 15 minutes The interview includes 7 open-ended questions(seeAppendixC)aboutHighschoolEFLteachers’perceptionsa b o u t teac hing learning strategies to EFL students at their schools Similar to thesurveyq u e s t i o n n a i r e , t h e i n t e r v i e w q u e s t i o n s w e r e a l s o t r a n s l a t e d i n t o

DataCollection

Administeringthequestionnaire

A questionnaire was distributed to 40 high school EFL teachers at 9 highschools inGia Laiprovince.

(Valizadeh, 2021) and adapted with minor adjustments to fit in thepurpose of the current research and the specific educational context Thesurvey items and questions were translated into Vietnamese, which was therespondents’firstlanguageinordertoenhancetheunderstandingofthequestionnaire and gain the most genuine responses from the participants Thequestionnaires wereconvertedintoonlineformsusing GoogleForm.

To begin with, a pilot study was conducted with three high schoolteachers to validate the questionnaire items, and check the existence of anyambiguoussurveyitems.Therefore,theparticipantswererequiredt o complete the online questionnaire,and thenleave their comments on thewording,clarityandcomprehensibilityof theitems.

In the formal study, the link of online questionnaires, an instruction torespond and a consent form was sent to the target participants via Zalo ofgroups of high school teachers in Gia Lai province Their participation wasvoluntaryandsolicitedviaonlineGoogleFormthroughthelinkhttps://forms.gle/ nsubvH6Xrp8iAPM9A Theywereinformedthatbycompleting and returning the questionnaire, they had consented to participatein the study They responded to the questionnaire anonymously by clicking onthe suitable categories: (1) strongly disagree; (2) disagree;

(3) agree; to (4)stronglyagree.Ittookthem15to20minutestocompletetheform.Outof40

Participants (n@) teachers,allofthemcompletedandsubmittedthequestionnaire.Thequantitativedata wasanalyzedbycalculatingMin.,Max.,means,a n d standard deviations, frequency, and percentages in details if necessary Theprocedure used to collect the quantitative data within the research settingswereshowninFigure3.1below.

Administeringtheinterview

Thesemi-structuredinterviewsweredoneaftercollectingthequestionnaires the researcher selected 3 participants on purpose to ensure thevarietyofage,gender,andteachingexperience.Theinterviewquestions(Appendix C) were raised according to the research questions to maintain thefocus and consistency of the interviews.The interview included 7 open-endedquestions which aimed at getting a deeper understanding of high schoolEFLteachers'perceptionsaboutteachinglearningstrategies.Thei n t e r v i e w e e s were interviewed one by one, each interview session was conducted face toface.The interview questions were translated into Vietnamese so that theparticipantscouldfeelmorecomfortableexpressingtheirownopinions.Simultane ously, the answers were tape-recorded and then transcribed by theresearcher for later analysis Additionally, teachers were coded as Teacher 1(T1),Teacher2(T2),and Teacher3 (T3)to keeptheirconfidentiality.

Theaimofthestudywasinformedtotheparticipants.Allt h e i r identities stay confidential They also were notified that the data collected isonly be used for research purposes They were told that they would get nobenefits from the study and that they could withdraw at any time without anypriorpermission.

The following Figure 3.2 illustrated the qualitative procedure of datacollection.

DataAnalysis

Intermsofcollectingthedata,thequantitativeanalysiswasemployedt ofindoutthestatistical resultofthequestionnaire.TheStatisticalPacka gefortheSocialScience(SPSS)version26wastakenadvantaget o quantitatively analyze the questionnaire because its purpose was to statisticandtomeasurethemeanandthefrequencyofeachvariableanalyzed.Descripti ve statistics was used to investigate the perceptions caused by themean score of each construct and each item in each construct The meanvalues were adapted from (Srakang& Jansem, 1998) and were interpreted asfollows:

In addition, the qualitative analysis was also employed by conductingcontent analysis of the open-ended answers in the interview to determine thehigh school EFL teachers’ perceptions about teaching learning strategies totheirEFLstudents.

Summary

This chapter describes the methodology of the study- the mixed- methodapproach.Specifically,itpresentsparticipantsandinstrumentsofdatacollection.Theproceduresforadministratingthequestionnairesandtheinterviews are described Finally, the process of data analysis is also brieflyillustrated.

Inthischapter,thefindingsareshowninbothquantitativeandqualitative data analysis from the questionnaire and the interview in order toanswert h r e e r e s e a r c h q u e s t i o n s T h i s c h a p t e r i n c l u d e s 3 s e c t i o n s

T h e f i r s t one describes the results of perceptions in terms of the necessity Next, theperceptions coming from teachers about the benefits are clarified Then, thethird part of this chapter reveals the perceptions regarding the difficulties.

ThedescriptivestatisticswerecalculatedbySPSSpackage(version26)t o examine the participants’ perceptions towards teaching learning strategies totheirEFLstudents.

In order to triangulate the findings obtained from quantitative data viaquestionnaire, the open-ended questions wereconductedatt h e s a m e t i m e Theaimoftheopen-endedquestionswastoelicitteachers’in- depthperspectivestowardtheirperceptionsofteachingstudentshowtolearnEnglish.Therefore, a total of 3 high school teachers voluntarily took part inanswering the open-ended questions These answers were analyzed with theresults of the questionnaire in order to have the overall conclusion for theresearchquestions.Theresearcherguaranteedthattheirfeedback,theirresponses wouldbetreatedconfidentially.

ScalereliabilityAnalysis

As mentioned in chapter 3, the researcher used the survey questionnaireand the semi structure interview to collect the data for the research With thehelpofStatisticalPackageforSocialScience(IBMSPSS;Version26)program,Scale Tests were run to check the reliability of the questionnaire.TheTable4.1.1belowdisplaystheresultofthe ScaleTests.

It can be seen from Table 4.1.1 that the reliability of the questionnairewasacceptable(α=0.982).Accordingly,thisquestionnairewasreliable enough tobeusedasinstruments inthisresearch.

High School EFL Teachers’ Perceptions in terms of the necessity ofteachingstudentshowtolearnEnglish

After collecting the responses of the participants of the questionnaireandtheinterview,theresearcherutilizedthequantitativedataofthequest ionnaireandpresentedtheminAppendix.Theinterviewandthequestionnaireare alsoanalyzedqualitatively.

As an attempt to answer the first research question“What are highschoolEFL teachers’ perceptionsabout the necessity ofteachings t u d e n t s howtolearnEnglish?”,thissectionpresentsthedatafromthre eitemsdesigned to elicit EFL teachers’ perceptions about the necessity of teachingstrategies for learning English The questionnaire was in the form of a four- pointLikertscales,rangingfromone“totallydisagree”tof o u r “ t o t a l l y agree”. Hence, the higher the mean score obtained the more agreement withtheitemthe participantshad.

Table 4.2 EFL teachers’ perceptions about the necessity of teaching learningstrategies

Thenecessity N Min Max Mean SD

As seen in table 4.2, descriptive statistics showed that there were 40teachers (N= 40) taking part in the study The minimum value of item 1 is 1,which means that some teachers showed strong disagreement with this item.The largest value of this item is 4, which shows that there is strong agreementwith this item The item number 1 “Teachers should teach English learningstrategies to their students with four scales as totally disagree, disagree, agree,and totally agree.” had a high mean (3.22) This mean value indicates thatmost of the participants agreed with the given item This finding suggests thatthe level of agreement of the respondents is very high The tables below showthestatistics.

Table 4.3 EFL teachers’ perceptions about the necessity of teaching learningstrategies

The table gives information about participants’ perceptions about thenecessity of teaching students how to learn English Nearly all of the teachers(95%) agreed that teachers should teach English learning strategies to theirstudents,only5%disagreed.Thisillustratedthatmostofthet e a c h e r s believe d that teaching learning strategies in English language teaching is verynecessary.

To approve the above viewpoint, in the teachers’ answer to question 1“In your opinion, should teachers teach English learning strategies to theirstudents?”, all of the three teacher participants confirmed that they taughtlearnings t r a t e g i e s i n E n g l i s h c l a s s e s b e c a u s e t h e y s a w“ t h e b e n e f i t s t h a t learning strategies brings to teaching and learning It facilitates teaching andmotivates our student to learn English”(T1) and it is also very“efficient, as asourceofenrichmentmaterial”(T2).

UtilizinglearningstrategiesinmyclassesasEFLteacherisvaluable for me and my students as well It gives them an opportunity tolearn the language in a very different and effective way For me, it is asupplementaryusefulteachingwayanditmakesteachingm o r e effective, interesting and active However, teachers should be vigilantwhen choosing suitable learning strategies they want to teach to theirstudents.

Table 4.4 EFL teachers’ perceptions about the importance of teaching learningstrategies

Thenecessity N Min Max Mean SD

As shown in table 4.4, there were 40 teachers (N= 40) taking part in thestudy The minimum value of item 2 is 1, which means that half of theteachers strongly agreed with this item The largest value of this item is2,which shows that there is strong agreement with these statements It can beseenthattheaveragevalue(Mean)ofitemnumber2“Thet e a c h i n g o f English learning strategies to the students with four scales as very important,important,not so important, and not important.” is 1.50 This mean valueshowsthatallofteachershadthesameviewthatteachinglearningstrategie sis important This finding also suggests that the level of agreement of therespondents is very high though theEFL teachers had different levels ofagreement about this idea Therefore, the following table shows key data ontheimportanceofteaching learningstrategiestothestudents.

Table 4.5 EFL teachers’ perceptions about the importance of teaching learningstrategies

Table 4.5 shows that the importance of teaching learning strategies isappreciated on different levels While half of the studied teachers stated that itis very important to teach learning strategies to EFL students, another half oftheteachersagreedthatit wasimportant.

Moreover,i n r e p l y t o t h e i m p o r t a n c e o f t e a c h i n g l e a r n i n g s t r a t e g i e s , data from the interviews generally aligned with quantitative findings That isto say, all of three respondents held a positive attitude toward the importanceofteachinglearningstrategies.Forinstance,whenbeingaskedwhethertea ching English learning strategies to students is important in learning andteaching teaching learning strategies was believed to help“brings betterbenefits and outcomes to students’ English learning”by T1.Sharing the sameopinion about the importance of teaching learning strategies, T3 commentedthat “it is important and useful for students to be taught learning strategiesbecause they help learning activities easier to do” Another teacher, T2, addedthat teaching learning strategies is crucial as the more teachers teach learningstrategies,thebetterstudentslearn.T2alsoasserted“teachinglearningstrategie s is effective in general, but is more effective for students’ way oflearning thanothers.”

Fromtheaboveanalysis,itindicatedhighagreementbetweentheparticipants with the item 2 The researcher comes to the conclusion that theresultsachievedarepositive,whichindicatesthattheEFLteachersareful ly awareoftheimportanceofteachinglearningstrategiestotheirEFLstudents.

Anotherinterestingpointisthatthereasonsforteachinglearningstrategiesofhighsch ool EFLteachers varied.Thiscanbeclarified intable4.6below.

Percent a Teaching English learningstrategiesbringsbetterb enefitsand outcomes to students’Englishlearning

36 35.0 35.0 35.0 b I have enough skills andknowledge to teach studentshowto learn English.

23 22.3 22.3 57.3 c.Mystudentsliketoknowand use English learningstrategies 17 16.5 16.5 73.8 d.Mycolleaguesteachlearningstrate giesto their students,soIhavetoteachlearni ngstrategiesto mystudents

6 5.8 5.8 79.6 e Schools require teachers toteach learning strategies totheirstudents

4 3.9 3.9 83.5 f When I was at school, I wastaught learning strategies andleaningstrategieshelpedmet o learnbetter.

It can be seen in Table 4.6 that 36 of the respondents (35%) said thatthey used learning strategies in their teaching because it brings better benefitsand outcomes to students’ English learning Following this, 22.3% of theteachers thought that they have enough skills and knowledge to teach studentshow to learn English Additionally, 17 teachers, accounting for 16.5%, agreedthat students like to know and use English learning strategies. Therefore, theteachersw e r e m o t i v a t e d t o t e a c h l e a r n i n g s t r a t e g i e s t o t h e i r E F L s t u d e n t s

Teachers’ personal preference in item f “When I was at school, I was taughtlearning strategies and leaning strategies helped me to learn better.” was alsoanother reason for teaching learning strategies, making up 15.5 %. Anotherfinding is that 5.8% of teachers stated that the reasons for teaching learningstrategiescamefrom theircolleaguesbecausethey hadtoteachlearningstrategies to their students as other colleagues did. Interestingly, the reason“Schools require teachers to teach learning strategies to their students” rankedas the lowest This illustrated that the influence of school administrators doesnot have a strong influence on teaching learning strategies Only 1 teacher(T1) gave other reasons for teaching learning strategies She stated,“I teachEnglishl e a r n i n g s t r a t e g i e s t o m y s t u d e n t s b e c a u s e i t s u p p o r t s m y t e a c h i n g and helps mystudents to bemoreconfident andactivein learning.”

The findings from the survey data were fully supported by those highschools EFL teachers’ answers in the interview To clarify this point morespecific, when being asked about the reasons for teaching learning strategies,all of the three teachers confirmed that they teach learning strategies becausetheyfoundthat“teachinglearningstrategiesimprovesstudentlearningeff iciency and supports students' self-study skills” (T1).Another reason forteaching learning strategies is because it“facilitates my teaching as it addssomethingtothemlikenewstrategies”(T2).T3supplementedthatitis“beneficial”a ndit“addssomethingvaluableorassists myteachingprocess”.

In summary, based on the quantitative and qualitative data collectedfrom the first three questions in the questionnaire and the answers of question1, 2, 3 in the interview as for the necessity of teaching students how to learnEnglish,mostoftheteachersagreedthatteachersshouldteachlearningstrategiest otheirstudentsandthatlearningstrategiesplayanimportantpartinteaching.A dditionally,themajorityoftheparticipantsprovidedthereasons forthenecessityofteachingstudentshowtolearnEnglish.

High School EFL Teachers’ Perceptions in terms of the benefits ofteachingstudentshowtolearnEnglish

This part aims to answer the second research question“What are highschool EFL teachers’ perceptions about the benefits of teaching students howtolearnEnglish?”Tofindtheanswersforthisquestion,theresearchersdesigned 20 items to elicit EFL teachers’ perceptions about the benefits ofteaching students how to learn English Table 4.7 is a brief summary ofdescriptive statistics of the high school EFL teachers’ perceptions in terms ofthebenefits.

Table 4.7 EFL teachers’ perceptions about the benefits of teaching learningstrategies

The benefits of teaching studentshow tolearnEnglish N Min Max Mean SD

2.TheteachingofEnglishlearningstrategiesma kesst ud en ts m o r e in te re st ed i nl e ar n in g

(e.g teaching and learning takesplaceintheclassroom,athomeoranywhere, anytime;studentscanlearnwiththeteacher,withfrie ndsorself- study;canteachandlearnavarietyofskills;can personalizelearning, etc.)

The benefits of teaching studentshow tolearnEnglish N Min Max Mean SD

7.TeachingEnglishlearningstrategiescreates additional opportunities for studentstocommunicatewiththeirteachersan dclassmates.

10.TeachingEnglishlearningstrategiesmake s it easier for teachers to present andconveylessoncontent.

13 The teaching of English learningstrategiessupportsstudents'self- studyskills.

14.TheteachingofEnglishlearningstrategies enhances students' confidence inlearningEnglish.

15 The teaching of English learningstrategiesmakesEnglishlearningeasier

16 The teaching of English learningstrategiesmakesEnglishlearningfaster

20.TheteachingofEnglishlearningstrategies makes English learning easier totransitiontonewersituations.

As demonstrated in Table 4.7, the mean scores for the items about theteachers’ perceptions about the benefits of teaching learning strategies rangefrom2 9 7 t o 3 2 0 T h e p a r t i c i p a n t s s h o w e d t h e h i g h a g r e e m e n t w i t h i t e m s number 1, 5 with the mean scores at 3.20, 3.12, whereas item 9 and item 19with the same mean scores at 3.13 The item number 2 “The teaching ofEnglishlearningstrategiesmakesstudentsmoreinterestedinlearningEnglish”, 14

“The teaching of English learning strategies enhances students'confidence in learning English”, and 18 “The teaching of English learningstrategies makes English learning more self-directed” have the same meanvalues This means that the respondents showed equal agreement with theseitems Five itemsas number 4 “The teaching of English learning strategiesmakes English teaching activities more interesting and engaging”, 11

“TheteachingofEnglishlearningstrategiessupportsstudent- centeredteachingmethods”,12“TheteachingofEnglishlearningstrategiescanimproves tudents' understanding of how to learn English”, 13 “The teaching of Englishlearningstrategiessupportsstudents'self- studyskills”and20“Theteachingof English learning strategies makes English learning easier to transition tonewersituations”receivedthesameagreementamongtherespondents,w ith

3.08.Similarly,theitemnumber3“TheteachingofEnglishl e a r n i n g strategiesma kesstudentsmoreactiveinlearningEnglish”,7“TeachingEnglish learning strategies creates additional opportunities for students tocommunicate with their teachers and classmates”, and 17 “The teaching ofEnglish learning strategies makes English learning more enjoyable” had theaverage mean values of 3.05 The mean value for items 6, 8, and 15 is 3.02,indicating that the respondents agreed with the benefits of teaching learningstrategies as textbooks and simplicity of English activities The value of item10 is 2.97, whichmeansthatthe teachersshowedthe agreementwitht h i s idea Item 16 also showed the respondents’ agreement with 3.00 when themajority of the teachers stated that the teaching of learning strategies makesEnglish learningfaster.Themaximum value of nearly allthe itemsi s o v e r 3.0,w h i c h s h o w e d t h a t m o s t o f t h e r e s p o n d e n t s h a d a p o s i t i v e v i e w o f teachinglearningstrategies’usefulness.

More importantly, this finding was also reaffirmed by what the teachers(T1, T3) shared their opinions about the benefits of teaching English learningstrategiestostudentsandteachersinthe interviewas follows.

In terms of teaching learning strategies’ benefits in students' learning,theresponseswere:

T1 emphasized the benefits of teaching learning strategies in

“enablingstudents to be more active in learning and making English teaching activitiesmoreinterestingandengaging.”Intermofstudents’motivation,T1suppl emented“itmotivatesthempositively”.Regardingstudents’achievement, she added“it encourages them to improve their language and aresult,theirachievementcouldbe better."

Additionally, this finding was reconfirmed by what the teachers sharedinthe interviewas follows.

TeachingEnglishlearningstrategiescreatesadditionalopportunitie sforstudentstocommunicatewiththeirteachersandclassmates It is a good chance for my students to feel that they arelearninganddevelopsocialskillatthesametime.Theirsocialinteraction whenlearningmaymotivatethemintrinsicandextrinsic.

It is an amazing tool that I use and I think it is an engaging andmotivatingclassroomdeviceforteachingEnglishlanguage.Asitenhanc es students’ learning in general, it also has its effectiveness indevelopingstudents’ achievement.

Thet e a c h e r s ’ a n s w e r s w e r e v a r i e d T h a t m a y b e r e l a t e d t o t h e m a n y benefits like, students’ engagement, students’ motivation, students’ achievement, etc On the other hand, the teachers agree that teaching studentshowtolearnEnglishhas manybenefitsingeneral.

In terms of teaching learning strategies’ benefits in teachers' teaching,following werethe answers andthe comments.

According to T1, when stating about the benefits of teaching learningstrategies, she agreed that learning strategies support teachers and that is themainreasonforteachingitinherclass.Sharingthesameopiniont h a t teachingl earningstrategieswillbenefitteachers’ teaching,

T2c o m m e n t e d that"teachers benefit greatly from teaching learning strategies because itdevelopsteachers’ teachingpractice."

I think it brings about many benefits on teachers because learningstrategies makes it easier for teachers to present and convey lessoncontent Moreover, the teaching of English learning strategies helps todiversify teaching and learning activities such as teaching and learningtakes place in the classroom, at home or anywhere, anytime; studentscan learn with the teacher, with friends or self-study; can teach andlearn avarietyofskills;can personalize learning,etc.

Theteachers’replieswerevariedbutbenefitsmayberelatedtoteachers’activitie s thatteachersuse to teachstudents.

In short, the findings from the questionnaires and interview indicatedthat the high school EFL teachers positively perceived about the significantbenefits ofteaching learningstrategiesinlearning andteaching.

4.4 High School EFL Teachers’ Perceptionsabout difficulties in teachinglearningstrategies

Despite the beneficial impacts on teaching and learning, teachers stillmeetcertainchallengeswhenteaching learningstrategiestotheirEFL students To answer the third research question “What are high school EFLteachers’ perceptions about the difficulties of teaching students how to learnEnglish?”two items in the survey questionnaire is designed to find out therespondents’ perceived difficulties in teaching their students strategies forlearning English.

Table4.8presentsstatisticsofitem1abouttheEFLteachers’perceptions about difficultiesinlearning strategyinstruction.

Table 4.8 EFL teachers’ perceptions about the difficulties of teaching learningstrategies

Thedifficulties Frequency Percent ValidPercent Cumulative

17 14.4 14.4 14.4 b I don't have enough time tointegrateteachinglearningstrateg ies to students in schoolinstruction 28 23.7 23.7 38.1 c My school does not fully andtimelysupportteachersinteaching l e a r n i n g s t r a t e g i e s to students.

5 4.2 4.2 42.4 d.Ihavenotbeentrainedtoteachlear ningstrategiestostudents 19 16.1 16.1 58.5 e Mostparentsare nota w a r e oftheneedforteache rst o teachlearningstrategiestost udents.

12 10.2 10.2 68.6 f Most students are not awareoftheimportanceoflearnin gandusinglearningstrategies 22 18.6 18.6 87.3 g Most teachers are not awareof the need of teaching learningstrategiesto students.

5 4.2 4.2 91.5 h Teaching learning strategiesto students is not mandatory forteachers at myschool.

It can be observed from the above table that, 23.7% of the participantsreported that they did not have enough time to integrate teaching learningstrategies to students at school.It could be inferred that this is the mostcommon difficulty According to the high school EFL teachers (18.6%), moststudentsarenotawareoftheimportanceoflearningandusinglearningstrategiesa n d i t i s a l s o o n e o f t h e d i f f i c u l t i e s F i v e o u t o f 4 0 r e s p o n d e n t s chose the option c “My school does not fully and timely support teachers inteaching learning strategies to students.” andg “ M o s t t e a c h e r s a r e n o t a w a r e of the need of teaching learning strategies to students.” accounting for

4.2%.Only1teacher(T1)gaveotherreasonsforthisquestion.Thedifficultymentioned by T1 was that the ability level of students in a class was varied,and somestudentsdid not finditusefultouselearning strategies.

Regarding the answers to the open-ended question in item 2 “Do youhave any suggestions to motivate teachers to teach English learning strategiesto students?”, T1 and T2 answered as follows T1 showed that limited timeallowance indeed challenged teachers“I do not have enough time to teachlearning strategies in my teaching.T h e c o n t e n t o f e a c h l e s s o n o f t e n t a k e s quite a lot of time, so teachers may not have more time for teaching learningstrategies.”

“Regarding my knowledge of learning strategies, I am not good atchoosingsuitablelearningstrategiestoteachmystudents.Ijustknowverybasicstra tegies,westillneedtrainingbutthereisnospecialtrainingforthis.”(T2)

Based on the explanation by T1 and T2, it can be said that teachers athigh schools should be trained to teach learning strategies to students Theyshould also be given more time to integrate teaching learning strategies tostudents inschoolinstruction.

Accordingt o t h e t e a c h e r s ’ r e s p o n s e s , i t c a n b e s e e n t h a t t h e t e a c h e r s face challenges and difficulties in teaching English learning strategies to theirstudents at school.The challenges and difficulties relate to lack of time, lackoftraining,andlackofproficiencyinusinglearningstrategies.Theseobstacleswo uld probably preventt e a c h e r s f r o m t e a c h i n g l e a r n i n g s t r a t e g i e s inthe class.

Talking about some suggestions to motivate teachers to teach Englishlearning strategies tostudents atschool,anintervieweesaid,

First of all, we should raise high school EFL teachers’ awareness of theimportance of teaching learning strategies to their EFL students Thiswork has to be done carefully and continuously to help high school EFLteachershaveathoroughunderstandingaboutthenecessity,theimportanc e,andtheeffectivenessoflearningstrategiesint h e i r teaching practice. Moreover, students’ awareness of this issue shouldalso be raised so that there will be a collaboration and support betweenteachers and students to realize teaching learning strategies effectivelyinschools.

Teachersneedtobetrainedtobeabletoteachl e a r n i n g strategies to their EFL students As we all may know, training plays animportantr o l e i n e d u c a t i o n T h a n k s t o t h e h e l p o f t r a i n i n g , t e a c h e r s willbeequippedwithadequatetechniquesandsuitableleaningstr ategies.Inthatway,teachersfinditeasiertoapplylearningstrategiesinteach ing.

There are different suggestions given by the participants The formerstated that teachers’ and students’ awareness of the importance of teachinglearningstrategiesshouldberaisedtocarryout tomotivateteacherstoteach

Englishlearningstrategiestostudentsatschool.Thelatterclaimedthatteachers should be trained to teach and manage learning strategies effectivelyand appropriately.

Asateacher,oneparticipantsharedtheopiniontopromotethemotivation of high school EFL teachers of teaching learning strategies; oneteacher (T3) said that “Teachers need to have more time to teach learningstrategies.”Andsheadded:

ThetimeamountforEnglishinthecurriculumisonly3periodsof English lessons per week and the time given is usually not enough forteachers to cover everything Teachers normally try to completea l l their lessons As a result, there is no time to teach students learningstrategiesand preparethem fort e a c h i n g d e s p i t e t e a c h e r s ’ p r e f e r e n c e ofteachingthemtotheirstudents.

The interviewees raised another useful suggestion for motivating highschool EFL teachers to teach learning strategies That is to say, EFL teachersshould be given more time to integrate teaching learning strategies to studentsduringthe class.

Summary

L t e a c h e r s ' perceptions about teaching learning strategies to EFL students The researchresults indicate that the majority of the respondents had positive perceptionsaboutthenecessityandbenefitsofteachinglearningstrategiestoEFLstud ents This means that teaching learning strategies may bring about manybenefitstoEFLlearners.Besides,thefindingsalsoshowthattheE F L teachersfa ceddifficultiesinteachingtheirstudentsEnglishl e a r n i n g strategies.Basedonthe sefindings,thenextchapterwillpresenttheconclusion,limitations,implications,andr ecommendationsforfurtherresearch.

The key conclusions of the research will be made first Research limitations,recommendations for high school EFL teachers, and suggestions for furtherstudywillbe addressedlaterinthischapter.

Conclusion

Researchquestion1

TheresultofthestudyshowedthatmostofthehighschoolEFLteachers involved in this study perceived positively about teaching learningstrategies to their EFL students The necessity of teaching learning strategieswas well aware by most of these EFL teachers They openly acknowledgedthat teaching learning strategies plays an important role in English languageteaching learning.

Researchquestion2

The research findings showed that learning strategies were believed tomake classroom lessons easier, more diverse, and enjoyable; therefore,theyencourage students to become interested, engaged and active They were alsosupposedtosupporttheEFLteachers'teachingbyinpresentinga n d conveyingle ssoncontent.Thismeansthatteachingstudentsl e a r n i n g strategies not only benefits students’ learning but it also makes EFL teachers’teaching more effective.

Researchquestion3

This research indicates that the high school EFL teachers had somemajor difficulties in teaching learning strategies The dominant challengesdiscovered in the research are time limitation, inadequate training, and someteachers’ lack of awareness of the importance of using learning strategies.AnotherchallengewastheEFLteachers’lackofknowledgeoflearningstrategi es Some teachers had little experience in teaching learning strategiesto their EFL students Last but not least, lack of support and positive attitudestolearningstrategieswerefactorsthathinderedtheteachersinteachinglearni ng strategiestotheirEFLstudents.

Limitations

This study has some limitations First of all, in this research, it wasimpossible for the researcher to choose random participants Therefore, theresearcher must choose the participants according to convenient sampling duetothereasonstheresearchermentionedinchapter3.Asar e s u l t , t h e limitationr elevanttothegeneralizationtothewholepopulationofh i g h school teachers emerges Also, the researcher conducted the study on a smallsample of 40 participants, so the results cannot be generalized to all highschoolEFLteachersinVietnamingeneralandinGiaLaiprovinceinparticular.Sec ondly,thisresearchdidnotexaminehighschoolstudents’perceptions about learning strategies taught by their EFL teachers Finally,although the questionnaires and interviews applied in this studyprovidedadequate data to answer the research questions, the answers to these questionswould have been more reliable if classroom observation had been carried outfind out more evidence about the EFL teachers’ teaching of learning strategiesintheir classrooms.

ImplicationsoftheStudy

Implicationsforeducators

Int h e q u e s t i o n n a i r e a n d i n t h e i n t e r v i e w , t h e f i n d i n g s r e v e a l e d t h a t most of them generally lack of training This shows that teachers were notprovided many training programs, particularly programs that could improvetheteachers’literacy.Wesuggestthatteachersshouldbep r o v i d e d appro priatetraining courses incorporatingthe needs of thet e a c h e r s , b o t h basicusesofthelearningstrategies aswell aspedagogicalskills.

Moreover,teachers'trainingprogramsshouldbewell- designedandimplementedtoensurethatwhattheylearninclassisappliedintheirclassroo ms,aswellastosupporttheminimprovingtheirteachinghabits.Instructorsshouldbeattend edorganizedprofessionaldevelopmentregularlytostaycurrentandawareoftheneedtoal waysimprovetheirteachingpractices.

Implicationsforschooladministrators

Although the role of the educational administrators is indirect in the useof learning strategies in teaching, it is important to get them involved inimproving the teaching and learningt h r o u g h l e a r n i n g s t r a t e g i e s

First,theschooladministratorsshouldhaveanawarenessoftheimportance of the use of learning strategies tools and a full understanding ofthep o l i c y f o r t h e u s e o f l e a r n i n g s t r a t e g i e s T h a t w i l l h e l p t o e n c o u r a g e teachers to integrate these tools into their subjects and motivate teachers toimprovetheirprofessionalskills.

Secondly,asshowninthefindingssection,lackofsupportfromschoolisone of the biggest problems in teaching learning strategies in the classrooms.Accordingly, the school should take support into consideration to ensure thatdifficultiesduringusinglearningstrategiestoolsaresolvedquickly.

Implicationsforteachers

Teachers play the central role in teaching learning strategies to helpstudents improve their learning efficiency, so the current study has someimplications for highschoolEFLteachers.

ItischallengingforstudentsinGiaLai,especiallyinremoteandmountainous area like An Khe town to learn English without the help oflearningstrategies.Therefore,EFLteachersshouldbeawareoft h e importanceoflearn ingstrategiesinlearningEnglish.Toapplylearningstrategiesinteachingsuccessfully, teachersneedtopreparetheirlessonsincludingrelevantlearningstrategiessoastoincrease students’learningmotivation and enthusiasm.Most students do not know how to choosea n d use suitable learning strategies for their English learning. Therefore,

It is clear that not all the problems mentioned above can be easily dealtwith However, to some extent, if the teachers have special concerns aboutusing learning strategies in their teaching, they will be able to lessen theseriousnesso f t h o s e p r o b l e m s a n d c r e a t e m o r e e f f e c t i v e c h a n g e s

T e a c h e r s are the key factors to the successful use of learning strategies However, thefindingsshowedthatteachers’knowledgeoflearningstrategiesisatamoderate level Therefore, teachers should be encouraged to take for grantednew roles and responsibilities if learning strategies is to be effectively appliedtoenhanceteachingandlearningquality.Moredutiesarerequiredfromteachers to develop and improve their knowledge, skills, and abilities to uselearning strategies in their teaching, such as attending training programs eventhough it is not provided by the school or the Department of Education andTraining Teachers should develop initiatives at a personal level by enrollingin classes privately Teachers must learn more about learning strategies andmust know how to choose the appropriate learning strategies for students andapplyi t i n t e a c h i n g E n g l i s h A s a r e s u l t , t h e i r a b i l i t i e s a n d s k i l l a s w e l l a s theirprof essi on al d e v e l o p m e n t w i l l b e i m pr o v e d T h u s, th ey w i l l m a x i m i z e theadvantagesthatlearningstrategiesprovidewhentheyuselearningstrat egiesintheirlanguageteaching

Recommendationsforfurtherresearch

First, from the limitations mentioned above, in terms of the researchpopulation,potential studies s h o u l d i n c l u d e abigger numberof p a r t i c i p a n t s for better generalization of the results for high school EFL teachers In thecurrent investigation, the EFL teachers reported teaching learning strategiesproved its effectiveness for their students; therefore, it is recommended thatfurther studies should be experimental in nature to explore and measure thisreported effectiveness.

Second, the awareness and application of learning strategies helps fosterEFL students' English language learning and engage them in the classroom.Therefore,moreresearchisneededsoastofindouthighschoolE F L students’ perceptionsaboutlearningstrategies.

Moreover, in terms of research methodology, it is recommended thatfurthers t u d i e s s h o u l d e m p l o y c l a s s r o o m o b s e r v a t i o n t o f i n d o u t further insights that the researcher could not get from the questionnaires andtheinterviews.

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Khảo sát này được thực hiện để thu thập dữ liệu cho đề tài“NHẬNTHỨCC Ủ A G I Á O VIÊNT I Ế N G A N H T H P T V Ề VIỆCDẠ

LƯỢC HỌC CHO HỌC SINH”.Câu trả lời của quý Thầy/Cô là hết sức quantrọng chonghiêncứunày.

Tất cả dữ liệu thu được chỉ nhằm mục đích nghiên cứu Mọi thông tinquý Thầy/Cô cung cấp sẽ được bảo mật trong suốt thời gian nghiên cứu cũngnhưsaukhikếtthúcnghiêncứu.

Thầy/Cô cần khoảng 15 phút để trả lời các câu hỏi.Xinchân thànhcảmơnsựgiúp đỡcủaquý Thầy/Cô!

Chiến lược học (Learning strategies) được hiểu là những hành động cụ thểđược thực hiện bởi người học để làm cho việc học tập dễ dàng hơn, nhanhhơn, thú vị hơn, có định hướng hơn, hiệu quả hơn và dễ dàng chuyển đổi sangcáctìnhhuốngmới.

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H oà n t oà n k h ôn gđ ồn g ý K h ôn gđ ồn gý Đ ồn gý H oà n t oà n đ ồn g ý

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17.Việcdạyhọcsinh chiếnlượchọctiếngAnhgiúp choviệchọctiếngAnhthú vị hơn.

18 Việc dạy học sinh chiến lược học tiếng Anh giúphọcsinh có định hướng rõ rànghơn trongviệchọctiếng

20.Việcdạyhọcsinh chiếnlượchọctiếngAnhgiúp cho việchọctiếngAnhdễdàngchuyển đổi sangcáctình huốngmới hơn.

1 Những khó khăn khi Thầy/Cô dạy chiến lƣợc học cho học sinh là (chọntất cảcáclýdođúngvới các Thầy/Cô):

b.Tôi khôngcóđủthờigian để tích hợpviệcdạychiếnlượchọc tiếngAnhcho học sinhtrongcác tiếtdạyởtrường. f

 g.Hầuhết giáoviênkhông ý t h ứ c đượcsự cầnthiết c ủ a việcdạ ychiế nlượchọc chohọc sinh.

i.Lý do khác(xinThầy/Côghingắngọn những lýdonày ởdướiđây)

CôcógợiýhoặcđềnghịgìđểthúcđẩygiáoviêndạychiếnlượchọctiếngAnhchohọcsi nhkhông?Nếucó,xinThầy/Côvuilòngghiradưới đây.

Tôi cần phỏng vấn một số Thầy/Cô để biết rõ hơn ý kiến của Thầy/Côvề sự cần thiết, lợi ích, khó khăn trong việc dạy chiến lược học cho học sinh.NếuThầy/Cô đồng ý tham gia phỏng vấn, xin vui lòng cung cấp những thôngtindướiđây. g

LEARNING STRATEGIES TO EFL STUDENTS" Your answers are veryimportant forthisstudy.

All data obtained is for research purposes only All information youprovide will be kept confidential during the study period as well as after theend ofthestudy.

You need about 15 minutes to answer the questions.Thank youverymuchfor yourhelp!

Learning strategies are specific actions taken by the learner to make learningeasier, faster, more enjoyable, more self-directed, more effective, andmoretransferabletonewsituations

 d.My c o l l e a g u e st e a c h l e a r n i n g s t r a t e g i e s t o t h e i r s t u d e n t s, so I h a v e t o teach learningstrategiestomystudents.

S tr on gl y d is ag re e D is ag re e A gr ee S tr on gl ya gr ee

2.Theteachingof English learningstrategies makes studentsmoreinterested inlearningEnglish.

3.Theteachingof English learningstrategies makes studentsmoreactiveinlearningEnglish. k

5 The teaching of English learning strategies helps todiversify teaching and learning activities (e.g teaching andlearning takes place in the classroom, at home or anywhere,anytime; students can learn with the teacher, with friends orself-study;can teachandlearnavarietyofskills; can personalizelearning,etc.)

9.TeachingEnglishlearningstrategiescausedmeto learn hardertohavemorelearningstrategies toteach mystudents.

11.Theteachingof English learningstrategies supports student-centeredteachingmethods.

12.TheteachingofEnglishlearningstrategies canimprove students'understandingof howto learn English.

13.Theteachingof English learningstrategies supports students'self-studyskills.

III HighschoolEFLteachers’perceptionsaboutthedifficultiesofte aching studentshowtolearn English

1 Difficultieswhenteachersteachlearningstrategiestostudents (choose all thereasonsthatare true forteachers):

h Most teachers are not aware of the need of teaching learning strategies tostudents.

2 Do you have any suggestions to motivate teachers to teach English learningstrategiestostudents?Ifyes,pleasewriteitdown below.

I need to interview some teachers to know more about their opinions ontheneed,benefits,anddifficultiesinteachinglearningstrategies tostudent s.If you agree to participate in the interview, please provide the followinginformation.

1 In your opinion, should teachers teach English learning strategies totheirstudents?

Teaching learning strategies is very beneficial in teaching in general and inEFL classes in particular It facilitates teaching and motivates our student tolearn English.

Utilizing learning strategies in my classes as EFL teacher is valuable for meand my students as well It gives them an opportunity to learn the language inavery differentandeffectiveway.Forme,itisasupplementary usefulteaching way and it makes teaching more effective, interesting and active.However,teachersshouldbevigilantwhenchoosingsuitablelearningstrategie stheywanttoteachtotheirstudents.

There is no doubt that learning strategy is essential in any learning process Ilike to apply different learning strategies in my class It is a good way toenhance learning in general No doubt that learning strategies play importantrole in education in general, but I like using it whenever I need it Sometimesit is very efficient, while other times I feel it is just a waste of time, so I do mybest toemployitwhen itis asourceofenrichmentmaterial.

2 How do you see the importance of teaching English learning strategiesto students?”

Umm…It is really important and useful in teaching students how to learnEnglish,itbringsbetterbenefitsandoutcomestostudents’Englishlearning". p

For me, using learning strategies is effective in general, but is more effectiveforstudents’wayoflearningthanothers.IfIwanttoevaluateitsimportance, Ithinkleaningstrategieshelpstudentsto learnbetter.

3 Why do you teach English learning strategies to your students?T1

Personally, I believe that teachers should teach students how to learn Englishin the class as it improves student learning efficiency and supports students'self- studyskills.

I just use it when I feel my students need it and it may facilitate my teaching. Ialso use it when it adds something to them like new strategies…etc I just domybestnottouse itmeaninglessly

As mentioned before, I use it whenever I find it beneficial I prefer usingitbecausei t i s t h e b e s t f o r m y s t u d e n t s a n d i f i t a d d s s o m e t h i n g valuableo r a s s i s t m y teachingprocess.

4 In your opinion, what are the benefits of teaching English learningstrategies tostudents?

I think it brings about many benefits on students' engagement by makingEnglishteachingactivitiesmoreinterestingand.Accordingtostudents’motiv ation,asImentioneditmotivatesthempositively.Regardingtheirachievement,w e l l!

I t m a y encourage t h e m toi m p r o v e t h e i r l a n g u a g e an da q result,theirachievementcouldbebetter".

TeachingEnglishlearningstrategiescreatesadditionalopportunitiesforstudentstoco mmunicatewiththeirteachersandclassmatesItisag o o d chance for my students to feel that they are learning and develop social skill atthe same time Their social interaction when learning may motivate themintrinsicandextrinsic.

Yes,itisanamazingtoolthatIuseandIthinkitisanengagingandmotivating classroom device for teaching English language As it enhancesstudents’learningingeneral,italsohasitseffectivenessindevelopingstudents’ achievement.

5 In your opinion, what are the benefits of teaching English learningstrategies toteachers?

I think it brings about many benefits on teachers because learning strategiesmakes it easier for teachers to present and convey lesson content. Moreover,the teaching of English learning strategies helps to diversify teaching andlearning activities such as teaching and learning takes place in the classroom,athome or anywhere, anytime;students canlearnwiththe teacher, withfriends or self-study; can teach and learn a variety of skills; can personalizelearning,etc."

Of course it supports teachers, and that is one of the benefits of using it in myclass.

Yes,iti s a n a m a z i n g t o o l t h a t I u s e a n d I t h i n k i t i s a n e n g a g i n g a n d r motivating classroom device for teaching English language As it enhancesstudents’learningingeneral,italsohasitseffectivenessindevelopingstuden ts’achievement.

6 Could you tell me about the challenges and difficulties in teachingEnglishlearning strategiesto yourstudents atschool?

Actually, it really influences my time I don't have enough time to integrateteaching learningstrategiesto studentsduringtheclass”.

Although many teachers are aware of the need of teaching learning strategiesto their students, they have not been trained to teach learning strategies tostudents.

Idomybesttoapplylearningstrategieswhenthereistimefort h e m Actually,Ican’tg uaranteethatIknowmanystrategies toteachmystudents.”

7 According to you, what should be done to motivate teachers to teachEnglishlearningstrategies tostudents at school?

First of all, we should raise high school EFL teachers’ awareness of theimportanceof t e a c h i n g l e a r n i n g s t r a t e g i e s t o t h e i r E F L st u d e n t s T h i s w o r k has to be done carefully and continuously to help high school EFL teachershave a thorough understanding about the necessity, the importance, and theeffectivenessoflearningstrategiesintheirteachingpractice.Moreover,students’ awareness of this issue should also be raised so that there will be acollaboration and support between teachers and students to realize teachinglearning strategieseffectivelyin schools. s

Teachers need to be trained to be able to teach learning strategies to their EFLstudents As we all may know, training plays an important role in education.Thankstothehelpoftraining,teacherswillbeequippedwithadequatetechnique sandsuitableleaningstrategies.Inthatway,teachersfinditeasierto applylearningstrategiesinteaching.

Teachersneedtohavemoretimetoteachlearningstrategies.Thet i m e amount for English in the curriculum is only 3 periods of English lessons perweekandthetimegivenisusuallynotenoughforteacherstocovereverything.

Teachers normally try to complete all their lessons As a result,there is no time to teach students learning strategies and prepare them forteachingdespiteteachers’preferenceofteaching themto theirstudents.