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

MINISTRYOFEDUCATIONANDTRAINING QUYNHONUNIVERSITY NGUYENTHINGOCCHAU HIGH SCHOOL EFL TEACHERS’ PERCEPTIONSABOUT TEACHING LEARNING STRATEGIES TOEFLSTUDENTS Field: Theory and Methodology of English Language TeachingCode:8140111 Supervisor:LENHANTHANH,Ph.D BỘGIÁODỤC VÀĐÀOTẠO TRƢỜNGĐẠIHỌCQUYNHƠN NGUYỄNTHỊNGỌCCHÂU NHẬN THỨC CỦA GIÁO VIÊN TIẾNG ANH THPTVỀVIỆCDẠYCHIẾNLƢỢCHỌCCHOHỌCSINH Ngành:LýluậnvàphƣơngphápdạyhọcbộmôntiếngAnhMãsố:814 0111 Ngƣờihƣớngdẫn:TS.LÊNHÂNTHÀNH DECLARATIONOFAUTHORSHIP The work contained in this thesis has not previously been submitted fora degree or diploma in any university I, the undersigned, certify that, to thebest of my knowledge and belief, my thesis contains no material previouslypublished or written by any other person except where due reference is madeinthe thesisitself Binh Dinh,2022 NguyenThiNgocChau ACKNOWLEDGEMENTS Iwouldliketoexpressthedeepestappreciationtothosewhohavefacilitated me tocompletethispaper First and foremost, my gratitude goes to my research supervisor, Dr LeNhan Thanh, for his guidance, patience, and encouragement throughout mystudy.H i s t e c h n i c a l a n d e d i t o r i a l a d v i c e w a s e s s e n t i a l t o t h e c o m p l e t i o n o f thispaperandhastaughtmeinnumerablelessonsandinsightsont h e workings ofacademicresearch in general Ihavebeene x t r e m e l y lucky t o haveasupervisorwhocared somuch aboutmywork Secondly, I am indebted to all the teachers of the Department of Englishfortheusefulknowledge t hat theytaughtm e dur i ng thetimeI at t en ded the M.Acourse Importantly,IwouldalsoliketothanktheparticipantsatAnKhetownfort heiruntiringsupportstothisresearchpaper.Withouttheirpa s s i o n a t e participationandinput,thestudycouldnothavebeensuccessfullyconducted.Lastbutnotleast,I wouldliketoexpressmyspecialthankstomyfamilymemberswhose strongsuppor tande n c o u r a g e m e n t havekeptmegoingthis far ABSTRACT Learning strategies are specific actions taken by the learner to makelearning easier, faster, more enjoyable, more self-directed, more effective, andmoretransferabletonewsituations.Teachinglearningstrategiesisverynecessary in learning process as it is used as a way to achieve a certain goal.This study aimed to explore high school EFL teachers’ perceptions aboutteaching learning strategies to their EFL students The study focused on theirperceptions about the necessity, the benefits, and the difficulties of teachingstudents how to learn English.The participants of the study included 40teachersfromninehighschoolsinatowninGiaLaiprovince.Thequestionnaire was completed by forty high school teachers and the three semi- structuredi n t e r v i e w s w e r e c a r r i e d o u t w i t h p a r t i c i p a t i o n o f h i g h schoolteacherschosenrandomly.Thedatafromthequestionnairewasanalyze d by using Likert-type scale and regression linear statistical analysisthrough IBM SPSS Statistics 22 Software, and the transcripts of the interviewwere analyzed following content analysis to find answers to the researchquestions The findings of the study indicated that the teachers perceived thatteaching learning strategies had a positive impact on EFL students’ academicperformance and that these strategies were useful in their classrooms Basedon the findings, implications are suggested for EFL teachers and educators toenhancethe effectivenessof English languageteaching Keywords:EFL,teachinglearningstrategies,teachers’perceptions TABLEOFCONTENTS DECLARATIONOFAUTHORSHIP .i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLEOF CONTENTS iv LISTOF ABBREVIATIONS vii LISTOF TABLES viii LISTOF FIGURES ix CHAPTER1 INTRODUCTION 1.1 Rationale .1 1.2 AimandObjectivesofthe Study .2 1.2.1 Aimof the study 1.2.2 Objectivesof the study .2 1.3 Research Questions .3 1.4 Scopeofthe Study 1.5 Significanceofthe Study 1.6 Organization ofthe Study .4 CHAPTER2 LITERATURE REVIEW 2.1 LanguageLearningStrategies 2.1.1 Definitionsof languagelearningstrategies 2.1.2 Featuresof languagelearning strategies 2.1.3 Classificationsoflanguage learningstrategies 2.1.3.1 Directlearningstrategy .10 2.1.3.2 Indirect learningstrategies .13 2.1.4 Fourlanguage skills .16 2.1.4.1 Listeningskill 16 2.1.4.2 Speaking skill 16 2.1.4.3 Reading skill 16 2.1.4.4 Writingskill .17 2.1.5 Factorsin strategychoice 17 2.1.5.1 Learnerfactors 17 2.1.5.2 Situationalandsocialfactors 19 2.1.5.3 Academicfactor .19 2.1.5.4 Culturalbackground 20 2.2 PreviousresearchrelatedtothestudyandGapsintheexistingresearch 20 2.2.1 Previousresearchrelatedtothestudy 20 2.2.2 Gapsinexistingresearch 23 2.3 Summary .23 CHAPTER3R E S E A R C H M E T H O D O L O G Y .24 3.1 ResearchMethod 24 3.2 Participants 24 3.3 Instruments 25 3.3.1 Thequestionnaire 26 3.3.2 Theinterview 27 3.4 DataCollection .28 3.4.1 Administeringthequestionnaire .28 3.4.2 Administeringtheinterview 29 3.5 DataAnalysis .30 3.6 Summary .31 CHAPTER4F I N D I N G S ANDDISCUSSION .32 4.1 ScalereliabilityAnalysis 32 4.2 High School EFL Teachers’ Perceptions in terms of the necessity ofteachingstudentshowtolearnEnglish 33 4.3 High School EFL Teachers’ Perceptions in terms of the benefits ofteachingstudentshowtolearnEnglish 39 4.4 High School EFL Teachers’ Perceptions about difficulties in teachinglearningstrategies 43 4.5 Summary .47 CHAPTER5C O N C L U S I O N 49 5.1 Conclusion 49 5.1.1 Researchquestion1 49 5.1.2 Researchquestion2 49 5.1.3 Researchquestion3 50 5.2 Limitations 50 5.3 ImplicationsoftheStudy .51 5.3.1 Implicationsforeducators .51 5.3.2 Implicationsforschooladministrators 51 5.3.3 Implicationsforteachers 52 5.4 Recommendationsforfurtherresearch 53 REFERENCES 55 APPENDICES LISTOFABBREVIATIONS ESL: English as second languageEFL: English as a foreign LanguageLLSs: LanguagelearningstrategiesFL: Foreignlanguage LISTOFTABLES Table2.1.Definitionsoflanguagelearningstrategies-Takač (2008:51) .7 Table2.2.Featuresoflanguagelearningstrategies-Oxford(1990:9) Table2.3.LanguageLearningStrategySystem(Oxford.1990:17) 10 Table3.1.Participants’backgroundcharacteristics(Valizadeh,2021) 25 Table4 ReliabilityStatisticsofthequestionnaire 33 Table4.2.EFLteachers’perceptionsaboutthen e c e s s i t y o f t e a c h i n g l earningstrategies 33 Table4.3.EFLteachers’perceptionsaboutthen e c e s s i t y o f t e a c h i n g l earningstrategies 34 Table4.4.EFLteachers’perceptionsabouttheimportanceofteachinglearningstrat egies .35 Table4.5.EFLteachers’perceptionsabouttheimportanceofteachinglearningstrat egies .36 Table4.6.ReasonsforteachinglearningstrategiestoEFLstudents .37 Table4.7.EFLteachers’p e r c e p t i o n s a b o u t t h e b e n e f i t s o f t e a c h i n g learningstrategies 39 Table4.8.EFLteachers’perceptionsaboutthedifficultiesoft e a c h i n g learning strategies 44