Aninvestigation into english language learning strategies employed by non english major students at thai nguyen university of education thai nguyen university

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI HANH PHUC AN INVESTIGATION INTO ENGLISH LANGUAGE LEARNING STRATEGIES EMPLOYED BY NON-ENGLISH MAJOR STUDENTS AT THAI NGUYEN UNIVERSITY OF EDUCATION – THAI NGUYEN UNIVERSITY M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN - 2021 Tai ngay!!! Ban co the xoa dong chu nay!!! THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI HANH PHUC AN INVESTIGATION INTO ENGLISH LANGUAGE LEARNING STRATEGIES EMPLOYED BY NON-ENGLISH MAJOR STUDENTS AT THAI NGUYEN UNIVERSITY OF EDUCATION – THAI NGUYEN UNIVERSITY M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Duong Duc Minh, Ph.D THAI NGUYEN - 2021 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ NGUYỄN THỊ HẠNH PHÚC TÌM HIỂU CÁC CHIẾN LƯỢC HỌC TẬP MÔN TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN TRƯỜNG ĐẠI HỌC SƯ PHẠM – ĐẠI HỌC THÁI NGUYÊN LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán hướng dẫn: TS Dương Đức Minh THÁI NGUYÊN - 2021 STATEMENT OF AUTHORSHIP I, Nguyen Thi Hanh Phuc, declare that the thesis entitled “An Investigation into English Language Learning Strategies Employed by non-English major Students at Thai Nguyen University of Education-Thai Nguyen University” is the results of my own research and has not been submitted to any other university or institution partially or wholly Except where the reference is indicated, no other parts of the work has been used without due acknowledgement in text of the thesis Appoved by SUPERVISOR Thai Nguyen, June 2021 Duong Duc Minh, Ph.D Nguyen Thi Hanh Phuc i ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor, Dr Duong Duc Minh for his invaluable guidance, correction, facilitation and encouragement in the writing of this thesis I wish to express my gratitude to the Dean, the Vice Dean and all the staff of the Faculty of Postgraduate Studies, School of Foreign Languages - Thai Nguyen University, for their priceless wisdom, encouragement, help and kindness during my study and writing this thesis Also, I am grateful to the lecturers and the students at Thai Nguyen University of Education, TNU for their immense help and participation Finally, I want to thank my family, my friends for their spirit, encouragement and their support Without them this thesis couldn’t have been accomplished ii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF ABBREVIATIONS v LIST OF TABLES vi ABSTRACT .vii CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Aims of the Study .2 1.3 Research Questions 1.4 Scope of the Study 1.5 Definitions of Terms .4 1.6 Significance of the Study 1.7 Outline of the Thesis CHAPTER 2: LITERATURE REVIEW 2.1 Theory of Good Language Learners 2.2 Language Learning Strategies 2.3 Characteristics of Language Learning Strategies 10 2.4 Classification of Language Learning Strategies .11 2.5 Oxford’s (1990) Language Learning Strategy Classification 13 2.6 Factors Affecting Language Learning Strategies Uses 17 iii 2.6.1 Language Learning Strategy and Language Learning Experience .17 2.6.2 Language Learning Strategy and Gender 18 2.6.3 Language Learning Strategy and Major Field of Study 20 2.7 Summary .22 CHAPTER 3: METHODOLOGY 24 3.1 Research Design .24 3.2 Subjects of the Study 25 3.3 Data Collection Instrument 25 3.4 Data Collection Procedures 28 3.5 Data Analysis Procedures .28 CHAPTER 4: FINDINGS AND DISCUSSION 30 4.1 Findings of Research Question 30 4.2 Findings of Research Question 36 4.3 Discussion .40 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 44 5.1 Conclusions 44 5.2 Recommendations 45 5.3 Limitations of the Study 46 5.4 Suggestions for Further Study 47 REFERENCES 48 APPENDICES I APPENDIX A I APPENDIX B IV iv LIST OF ABBREVIATIONS LLS: Language Learning Strategy LLSs: Language Learning Strategies EFL: English as a Foreign Language TNUE: Thai Nguyen University of Education TNU: Thai Nguyen University SILL: Strategy Inventory for Language Learning L2: Second Language M: Mean score S.D.: Standard Deviation SLA: Second Language Acquisition v LIST OF TABLES Page Table 2.1: Characteristics of Language Learning Strategies ………… 10 Table 2.2: O’Malley and Chamot’s Classification of Learning Strategies 12 Table 2.3: Oxford’s (1990) Language Learning Strategy Classification 14 Table 3.1: Characteristics of the Respondents ………………………… 25 Table 4.1: Overall Language Learning Strategy Uses ………………… 30 Table 4.2: Statistics for the SILL Categories ………………………… 31 Table 4.3: Statistics for Individual Strategy …………………………… 32 Table 4.4: Most Frequently Used Strategies …………………………… 35 Table 4.5: Least Frequently Used Strategies ………………………… 36 Table 4.6: Correlations Between Strategy Use and Students’ Gender, 37 Major Field of Study, and Language Learning Experience …………… Table 4.7: Correlations Among the Three Factors …………………… 38 Table 4.8: Significant Findings from the Separate One-way Analyses of 39 Variance on Strategy Use …………………………………… vi ABSTRACT The present research focused on identifying language learning strategies used by a group of 380 non-English major students studying English at Thai Nguyen University of Education, TNU The Vietnamese version of Oxford's (1990) Strategy Inventory for Language Learning SILL (version 7.0) was used as the main tool to collect data The SPSS (version 20) was employed to analyse the data The descriptive study conducted demonstrated that students used all the learning strategies, but at different frequency rates This result shows that non-English major students use language learning strategies at the moderate level in all six categories proposed by Oxford’s (1990) and there are no particular preferences in students’ utilization of LLSs, since they drew on the entire set of strategy types The overall analysis of the participants’ SILL scores did not take into consideration student’s gender, major field of study and language learning experience There are some correlations between student’s language learning experience and LLS in metacognitive strategies category but these correlations are not statistically different From the findings of the present investigation, some implications was drawn for language learners, educators and language teachers vii REFERENCES AI- Shaboul, Y M., Asassfeh, S M., & Alshboul, S S (2010) Strategy Use by English Major Jordanian undergraduates The Autralian Educatiollal and Developmental Psychologist, 27(1), 31 -40 Bates, D., Mächler, M., Bolker, B., & Walker, S (2014) Fitting linear mixed-effects models Journal of Statistical Software https://doi.org/10.18637/jss.v067.io1 Brown, H Douglas (1994) Principles of Language Learning and Teaching Englewood Cliffs, NJ: Prentice Hall Burns, N & Grove, S.K 2003: The practice of nursing research: Conduct, critique and utilization Toronto: WB Saunders Carlile, O., & Jordan, A (2005) It works in practice but will it work in theory? The theoretical underpinnings of pedagogy In S Moore, G O'Neill, & B McMullin Emerging Issue in the Practice of University Learning and Teaching Dublin: AIS Chamot, A U (2004) Issues in language learning strategy research and teaching Electronic Journal of Foreign Language Teaching, 1(1), 14-26 Chamot, A U., Barnhardt, S EI-Dinary, P B, & Robbin, J (1999) The learning strategies handhook White Plain, NY: Addison Wesley Longman Chamot, A U., Kupper, L and Impink-Hernandez, M (1987) A study of learning strategies in foreign language instruction: first year report Inter America Research Associates, Rosslyn, VA Chamot, A U and O'Malley, J M (1987) A cognitive academic language learning approach: A bridge to the mainstream TESOL Quarterly, 21: 227-49 Cohen, L et al (2002) Research Methods in Education 4th Ed Routledge Cohen, A D (1998) Strategies in learning and using a second language (pp 1-64) New York: Longman Do, M.H., & Nguyen, T.P.T (2014) Vietnamese EFL learners’ reading comprehension affected via metacognitive International Journal for Research in Education, 3(5) 48 strategy instruction Dornyei, Z (1990) Conceptualizing motivation in foreign language learning Language Learning, 40(5): 65-79 Dornyei, Z (2005) The psychology of the language learner: individual differences in second language acquisition Mahwah, Lawrence Erlbaum Associates Inc Dreyer, C., & Oxford, R (1996) Learning strategies and other predictors of ESL proficiency among Afrikaans-speakers in South Africa In R L Oxford (ed.), Language learning strategies around the world: Cross: cultural perspectives (pp.17-18) Minoa: University of Hawaii Press Ehrman, M E and Oxford, R (1990) Adults language learning styles and strategies in an intensive training setting The Modern Language Journal, 74(3): 311325 Ellis, R (1994) The study of second language acquisition (pp.471-559) Oxford: Oxford University Press Fazarro, D., & Martin, B (2004, Fall) Comparison of learning style preferences of agriculture, human sciences, and industrial technology students at a historically black university The Workforce Education Forum Fernandez Dobao A M (2002) The Effect of Language Proficiency on Communication Strategy Use: Case study of Galician Learners of English Miscelanea: A Journal of English and American Studies, 25, 41 -61 Field, A (2017) Discovering statistics using IBM SPSS statistics: North American edition Sage Publications Gay, L R (1996) Educational Research: Competencies for Analysis and Application New Jersey: Merrill Gerami, M H & Baighlou, M (2011) Language Learning trategies Used by succesful and Unsucce ful Iranian EFL students Procedia - Social and Behavioral sciences, 29 1567 - 1576 Grace, C (2000) Gender differences: vocabulary retention and access to translations for beginning language learners in CALL The Modern Language Journal, 84, 214-225 49 Green J M., & Oxford, R L (1995) A closer look at learning strategies, L2 proficiency, and gender TESOL Quarterly, 29(2) 261 -297 Grenfell, M and Harris, V (1999) Modern languages and learning strategies: In theory and practice London: Routledge Griffiths, C and Parr, J.M (2001) Language-learning strategies: theory and perception ELT Journal, 55(3): 247-254 Griffiths, C (2003) Strategies for success: How language learning strategies relate to proficiency in language learning Many Voices, 17(4), 27-31 Hisamnoglu, M (2000) Language Leaming Strategies in Foreign Language Learning and Teaching The internet TESL Journal, 6(8) Kayad, F (1999) Language learning strategies: A Malaysian Perspective RELC Journal, 39, 221-240 Khalil, A (2005) Assessment of Language Learning Strategies Used by Palestinian EFL Learners Foreign Language Annals, 38(1), 108- 117 Kumar, R (2011) Research Methodology: a step-by-step guide for beginners SAGE Publications Ltd Lado, R (1961) Language Testing London: Longmans Lem, N C (2019) Language learning strategies among Vietnamese EFL High School students Indonesian Journal of English Language Teaching, 14(1), pp 55-70 Littlewood, W (2001) Students' attitudes to classroom English learning: A crosscultural study Language Teaching Research, 5(1), -28 Liu, O (2004) EFL proficiency, gender and language learning strategy use among a group of Chinese technological institute English Majors ARECLS E-Journal /(A5) Retrieved from http://research.ncl.ac.uk Luu Trong Tuan (2011) EFL Learners’ Learning Styles and Their Attributes Mediterranean Journal of Social Sciences, 2(2): 299-320 McMillan, H J & Schumacher, S (1984) Research in Education: A Conceptual Introduction Boston: Little, Brown 50 McMullen, M G (2009) Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? System, 37: 418-433 Nambiar, R (1996) Language Learning Strategies of Six Malaysian ESL Learners when Performing Selected Language Activities Unpublished master’s thesis, Universiti Kebangsaan Malaysia, Bangi Nunan, David (1988) The Learner-Centred Curriculum Cambridge: Cambridge University Press Nguyen, V.T (2016) Exploring Language Learning Strategies of Vietnamese University English and Non-English Majors Language Education in Asia, Oanh, D.T.H., & Hien, N.T (2006) Memorization and EFL Students' Strategies at University Level in Vietnam TESL-EJ, 10(2) Ok, K L (2003) The relationship of school year, sex and proficiency on the use of learning strategies in learning English of Korean junior high school students Asian EFL Journal Retrieved from http://www.asianefljournal com/sept_03_ok.pdf Oller, J (1979) Language Tests at School London: Longman O’Malley, J M and Chamot, A U (1990) Learning strategies in second language acquisition Cambridge: Cambridge University Press O’Malley, Chamot, A U, Stewner-Manzares, G., Kupper, L., & Russo, R (1985) Learning Strategy Applications with tudents of English as a Second Language TESOL Quarterly 19(2): 582-584 Osborne, J., & Waters, E (2002) Four assumptions of multiple regression that researchers should always test Practical Assessment, Research & Evaluation, 8(2), 1-9 Oxford, R L., Crookall, D., and Lavine, R (1989) Language learning strategies, the communicative approach, and their class implications Foreign Language Annals, 22(1): 29-39 Oxford, R L and Nyikos, M (1989) Variables affective choice of language learning strategies by university students The Modern Language Journal, 73(3): 291299 51 Oxford, R L (1990) Language learning strategies: what every teacher should know (pp.1-191) New York: Newbury House Publications Oxford, R L (1990a) Use of language learning strategies: a synthesis of studies with implications for strategy training System, 17(2): 235-247 Parahoo, K 1997 Nursing research: Principles, process and issues London: MacMillan Press Peacock, M., Ho, B (2003) Student Language Learning Strategies across Eight Disciplines International Journal of Applied Linguistics 13(2):179 - 200 Radwan, A A (2011) Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English Asian EFL Journal, 12(1), 115- 163 Rahimi, M., & Riazi, A (2005) Iranian E F L learners' pattern of language learning strategy use Journal of Asia TEFL, 2(1), 103-129 Razali, N M., & Wah, Y B (2011) Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests Journal of Statistical Modeling and Analytics, 2(1), 21-33 Reiss, M (1981) Helping the unsuccessful language learner The Modern Language Journal, 65(2), - 28 Richards, Jack C., John Platt & Heidi Platt (1992) Longman Dictionary of Language Teaching and Applied Linguistics Harlow: Longman Rong, M (1999) Language learning strategies of a sample of tertiary-level students in the P R China Guidelines, 21(1), 1-11 Rossi-Le, L., (1989) Perceptual Learning Style Preferences and their Relationship to Language Learning Strategies in Adult Students of English as a Second Language Unpublished Doctoral Dissertation Drake University, Des Moines, IA Rubin, J (1975) What the “good language learner” can teach us.” TESOL Quarterly, 9(1): 41-50 Rubin, J (1981) The study of cognitive processes in second language learning Applied Linguistics, 2: 117-131 52 Rubin, J (1987) Learner strategies: Theoretical assumptions, research history and typology In A Wenden, & J Rubin, Learner strategies in language learning (pp 15-30) Englewood Cliff, NJ: Prentice Hall Salem, N (2006) The Role of Motiation, Gender, and Language Learning Strategies in EFL Proficiency Unpublished Master 's Thesis Sheorey R (1999) An examination of language learning strategy use in the setting of an indigenized variety of English System, 27, 173- 190 Shmais W A (2003) Language learning strategy use in Palestine TESL-EJ, 7(2 ), 20-33 Skehan, P (1989) Individual differences in second-language learning London: Edward Arnold Stern, H H (1975) What can we learn from the good language learner? Canadian Modern Language Review, 31: 304-318 Stern, H H (1992) Issues and options in language teaching Oxford: Oxford University Press Takeuchi, O (2003) What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context System 31 385– 392 Tarone, Elaine E (1980) Communication strategies, foreigner talk, and repair in interlanguage studies Language Learning, 30, 417-431 Teh K., Embi, M A., Yusoff, N M., & Mahamod, Z (2009) A Closer Look at Gender and Arabic L anguage Learning Strategies Use European Journal of Social Sciences, 9(3), 399-407 Vandergrift, L (1997) The comprehension strategies of second language (French) Listeners: A descriptive study Foreign Language Annals, 30(3), 387-409 Van, R and Abraham, R (1990) Strategies of unsuccessful language learners TESOL Quarterly, 24: 177-198 Wei, C.Y., Hoo, Y.H., See, J (2011) “Relationship between Learning Styles and Content Based Academic Achievement among Tertiary Level Students” Enhancing Learning: Teaching and Learning Conference 2011 53 Wenden, A (1987) Incorporating learner training in the classroom In Wenden, A and Rubin, J (Eds.) Learner strategies in language learning (pp 159-68) NJ: Prentice Hall Wenden, A L & Joan Rubin (Eds.) (1987) Learner strategies in language learning UK: Prentice Hall Westfall, P H., & Henning, K S S (2013) Texts in statistical science: Understanding advanced statistical methods Taylor & Francis Wharton, G (2000) Language learning strategy use of bilingual foreign language learners in Singapore Language Learning, 50(2), 203-243 Xuan, J (2005) Chinese International Students’ Perceptions of their Language Issues in U.S Universities: A Comparative Study Journal of Interdisciplinary Studies in Education 6(1) 142-152 Yang, M (2010) Language Learning Strategies of English as a Foreign Language University students In Korea Doctoral dissertation, Retrieved February 12, 2012 Yilmaz, C (2010) The relationship between language learning strategies, gender, proficiency and self-efficasy beliefs: a study of E LT learners in Turkey Procedia Social and Behavioral Sciences 2, 683-687 Zhong, Q (2012) The beleifs and learner strategy use of low-proficiency Chinese learners and their impact on learning English in a New Zealand context (Doctoral dissertation.) Retrieved from http://researchspace.aukland.ac.nz 54 APPENDICES APPENDIX A PERSONAL INFORMATION Please fill in these questionnaires by putting a checkmark (√) in the appropriate box that true for you Gender: Male  Female  Major: Natural sciences  Social sciences   years   Other Duration of English study: years None ……… years LANGUAGE LEARNING STRATEGIES INVENTORY QUESTIONNAIRE (ENGLISH VERSION) Direction This form of the Strategy Inventory for Language Learning (SILL) is for students of English as a second or foreign language Please read each one and write the response (1, 2, 3, or 5) that tells HOW TRUE OF YOU THE STATEMENT IS Never or almost never true of me Usually not true of me Somewhat true of me Usually true of me Always or almost always true of me Answer in terms of how well the statement describes you Do not answer how you think you should be, or what other people There are NO RIGHT OR WRONG ANSWERS to these statements I PART A: Memory I think of relationships between what I already know and new things I learn in English I use new English words in a sentence so I can remember them I connect the sound of a new English word and an image or picture of the word to help me remember the word I remember a new English word by making a mental picture of a situation in which the word might be used I use rhymes to remember new English words I use flashcards to remember new English words I physically act out new English words I review English lessons often I remember new English words or phrases by remembering their location on the page, on the board, or on a street sign Part B: Cognitive 10 I say or write new English words several times 11 I try to talk like native English speakers 12 I practice the sounds of English I use the English words I know in different 13 ways 14 I start conversations in English I watch English TV shows spoken in English 15 or go to movies spoken in English 16 I read for pleasure in English I write notes, messages, letters, or reports in 17 English I first skim an English passage (read over the 18 passage quickly) then go back and read carefully I look for words in my own language that are 19 similar to new words in English 20 I try to find patterns in English I find the meaning of an English word by 21 dividing it into parts that I understand 22 I try not to translate word-for-word I make summaries of information that I hear 23 or read in English II 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 1 2 3 4 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Part C: Compensation To understand unfamiliar English words, I 24 make guesses When I can think of a word during a 25 conversation in English, I use gestures I make up new words if I not know the 26 right ones in English 27 I read English without looking up every new word I try to guess what the other person will say 28 next in English I can think of an English word, I use a word 29 or phrase that means the same thing Part D: Metacognitive I try to find as many ways as I can to use my 30 English I notice my English mistakes and I use that 31 information to help me better I pay attention when someone is speaking 32 English I try to find out how to be a better learner of 33 English I plan my schedule so I will have enough 34 time to study English 35 I look for people I can talk to in English I look for opportunities to read as much as 36 possible in English 37 I have clear goals for improving my English skills I think about my progress in learning 38 English Part E: Affective I try to relax whenever I feel afraid of using 39 English I encourage myself to speak English even 40 when I am afraid of making a mistake I give myself a reward or treat when I well 41 in English I notice if I am tense or nervous when I am 42 studying or using English I write down my feelings in a language 43 learning diary III 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 44 I talk to someone else about how I feel when I am learning English 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 1 2 3 4 5 Part F: Social 45 46 47 48 49 50 If I not understand something in English, I ask the other person to slow down or say it again I ask English speakers to correct me when I talk I practice English with other students I ask for help from English speakers I ask questions in English I try to learn about the culture of English speakers THANK YOU VERY MUCH FOR YOUR COOPERATION IV APPENDIX B BẢNG CÂU HỎI ĐIỀU TRA VỀ CHIẾN LƯỢC HỌC TẬP NGÔN NGỮ (Bản tiếng Việt) Hướng dẫn Bản câu hỏi dùng cho sinh viên học tiếng Anh ngoại ngữ ngôn ngữ thứ Bạn đọc chọn câu trả lời từ 1, 2, 3, PHÙ HỢP NHẤT với bạn Không gần không với Thường không với Đôi với Thường với Luôn gần với Câu trả lời miêu tả điểu với bạn Đừng trả lời theo bạn nghĩ bạn nên điều mà người khác làm Khơng có câu trả lời ĐÚNG SAI cho câu hỏi PHẦN A Tôi nghĩ mối quan hệ điều biết với điều học tiếng Anh 1 2 3 4 5 Tôi dùng từ câu để tơi nhớ chúng 1 2 3 4 5 Tôi kết nối âm từ tiếng Anh với hình ảnh tranh miêu tả từ để ghi nhớ từ 1 2 3 4 5 Tôi ghi nhớ từ việc hình dung hình ảnh tình mà từ dùng 1 2 3 4 5 Tôi sử dụng vần điệu để ghi nhớ từ tiếng Anh 1 2 3 4 5 Tơi sử dụng thẻ hình ảnh để ghi nhớ từ tiếng Anh 1 2 3 4 5 Tôi minh họa thể để miêu tả từ tiếng Anh 1 2 3 4 5 Tôi ôn tập học tiếng Anh thường xuyên 1 2 3 4 5 Tôi ghi nhớ từ cụm từ việc ghi nhớ vị trí trang giấy, bảng biển đường 1 2 3 4 5 V Phần B 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Tơi xem chương trình vơ tuyến nói tiếng 1 Anh xem phim nói tiếng Anh 2 3 4 5 1 2 3 4 5 10 Tôi đọc viết từ vài lần 11 Tơi cố gắng nói người ngữ tiếng Anh 12 Tôi luyện tập âm tiếng Anh 13 Tôi dùng từ tiếng Anh mà biết theo nhiều cách khác 14 Tôi bắt đầu hội thoại tiếng Anh 15 16 Tôi đọc tiếng Anh để giải trí 17 Tơi ghi chú, ghi lời nhắn, thư từ báo cáo tiếng Anh 1 2 3 4 5 18 Tôi đọc lướt qua đoạn văn tiếng Anh sau quay lại đọc kỹ 1 2 3 4 5 19 Tơi tìm kiếm từ vựng tiếng mẹ đẻ mà giống với từ tiếng Anh 1 2 3 4 5 20 Tơi cố gắng tìm kiếm mẫu câu cố định tiếng Anh 1 2 3 4 5 Tơi tìm nghĩa từ tiếng Anh cách 21 chia từ thành phần nhỏ mà tơi hiểu 1 2 3 4 5 22 Tôi cố gắng không dịch từ đối từ 1 2 3 4 5 1 2 3 4 5 23 Tôi tóm tắt thơng tin mà tơi nghe đọc tiếng Anh Phần C 24 Để hiểu từ không quen thuộc tiếng Anh, suy đoán 1 2 3 4 5 25 Trong lúc hội thoại tơi khơng tìm từ phù hợp, tơi sử dụng cử để diễn đạt 1 2 3 4 5 26 Tôi tự nghĩ từ tơi khơng tìm từ phù hợp tiếng Anh 1 2 3 4 5 27 Tôi đọc tiếng Anh mà không tra từ 1 2 3 4 5 Tơi cố gắng đốn điều mà người khác nói tiếng Anh 1 2 3 4 5 28 VI Khi tơi khơng tìm từ phù hợp, tơi dùng từ cụm từ có nghĩa tương tự 1 2 3 4 5 Tôi cố gắng dùng từ tiếng Anh theo nhiều cách khác 1 2 3 4 5 Tôi ý lỗi mắc phải sử dụng tiếng 31 Anh dùng thông tin để khắc phục lỗi mắc phải 1 2 3 4 5 32 Tôi ý người khác nói tiếng Anh 1 2 3 4 5 29 Phần D 30 33 Tôi cố gắng để trở thành người sử dụng tiếng Anh tốt 1 2 3 4 5 34 Tơi lập kế hoạch để có đủ thời gian học tiếng Anh 1 2 3 4 5 35 Tôi tìm kiếm người mà tơi nói tiếng Anh với họ 1 2 3 4 5 36 Tôi tìm kiếm hội để đọc tiếng Anh nhiều tốt 1 2 3 4 5 37 Tơi có mục đích rõ ràng để nâng cao kỹ tiếng Anh 1 2 3 4 5 38 Tôi suy nghĩ tiến học tiếng Anh 1 2 3 4 5 Phần E 39 Tôi cố gắng thư giãn lo sợ phải sử dụng tiếng Anh 1 2 3 4 5 40 Tôi động viên thân nói tiếng Anh tơi sợ mắc lỗi 1 2 3 4 5 41 Tôi tự động viên sử dụng tiếng Anh tốt 1 2 3 4 5 42 Tôi nhận thức thấy căng thẳng lo sợ học sử dụng tiếng Anh 1 2 3 4 5 43 Tơi viết cảm xúc nhật ký học tập 1 2 3 4 5 44 Tôi tâm với người khác cảm nhận tơi học tiếng Anh 1 2 3 4 5 VII Phần F 45 Nếu không hiểu điều tiếng Anh, tơi u cầu người nói nói chậm lại nhắc lại 1 2 3 4 5 46 Tôi yêu cầu người đối thoại sửa lỗi mắc lỗi 1 2 3 4 5 47 Tôi luyện tập tiếng Anh với sinh viên khác 1 2 3 4 5 48 Tôi yêu cầu trợ giúp từ người nói tiếng Anh khác 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 49 Tôi đặt câu hỏi tiếng Anh 50 Tôi cố gắng học văn hóa người nói tiếng Anh Xin cảm ơn bạn hợp tác bạn VIII