Investigating english grammar learning strategies of high school students in cities and towns in thanh hoa province

Trang 1 HONG ĐUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES Investigating English Grammar Learning Strategies of High School Students in cities and towns in Thanh Hoa province Submitted in

HONG ĐUC UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

Investigating English Grammar Learning Strategies of High School Students in cities and towns in Thanh Hoa

province

Submitted in partial fulfillment of the requirements of the Degree of

Bachelor of Arts in English Language

Thanh Hoa, 2023

TABLE OF CONTENTS

Page

TABLE OF CONTENTS 0

ABSTRACT 3

ACKNOWLEDGEMENTS 4

LIST OF ABBREVIATIONS 5

LIST OF TABLES AND FIGURES 6

PART I: INTRODUCTION 7

1 Rationale 7

2 Aims of the study 8

3 Research questions 9

4 Scope of the study 9

5 Research methodology 9

6 Structure of the study 9

PART II: DEVELOPMENT 12

CHAPTER 1: THEORETICAL BACKGROUND 12

1 Theoretical basis of grammar learning strategies 12

1.1 The concept of grammar learning strategy 12

1.1.1 Grammar Learning 12

1.1.2 Language learning strategies 13

1.2 The importance and significance of the grammar strategies used 12

1.3 The Classification of Grammar Learning Strategies 16

1.4 The Language Learning Strategies Used Between Gender……….17

2 Practical basis for research, studies on English grammar strategies of high school students abroad Error! Bookmark not defined 3 Objectives of the English program for high school students 28

CHAPTER 2: METHODOLOGY 30

1 Participants and purposes of the survey questionnaire 30

2 Data analysis 30

3 The questionnaire used for the present study 31

CHAPTER 3: FINDINGS AND DISCUSSION 36

1 English grammar strategies used by the 12th graders 36

1.1.Overall English grammar strategies used by 12th graders in Town and City areas in Thanh Hoa province 36

1.2 Frequency of use of Grammar learning strategies and groups of grammar

strategies 42

1.3 The difference in the use of grammar learning strategies by 12th grade students male and female in city and town in Thanh Hoa province 44

2 Discussion 46

PART III: CONCLUSION 50

1 Conclusion 50

2 Recommendations 52

REFERENCES 55

ABSTRACT

Grammar is necessary to produce appropriate and meaningful linguistic accuracy, because correct language use should not be separated from communicative competence for communicative purposes (Larsen-Freeman, 1991) As English learners, their level of language ability depends on their mastery of grammar, because knowledge of grammar is the basis of communicative competence The grammar instruction system is supported by communicative competence, which requires learners to know grammar rules and how to use those rules in communication

The three purposes of this article are: (1) Find out the English grammar learning strategies used by 12th graders in town and city areas.(2) Find out which English grammar learning strategies are most used by 12th graders in town and city and which English grammar learning strategies are used the least.(3) Research to find out the difference in the use of grammar strategies by 12th grade male and female in city and town in Thanh Hoa province Quantitative data were collected from 12th graders (n=156) using a five-point Likert scale questionnaire, through analysis by procedural qualitative coding The findings demonstrated that 12th grade students in towns and cities in Thanh Hoa province had average GLS usage overall The strategy GLS is used to support the production and understanding of grammar in communication is used the most, while the strategy GLS is used to develop knowledge of grammar is used sparingly The results of the study also show that male and female students

in the class have differences in the use of grammar learning strategies, specifically in 4 groups of strategies: the group of metacognitive strategies; awareness for communication purposes, improved grammar knowledge; and the group of social communication tactics and there was only no difference in the two strategic groups, which were error reduction and emotion control tactics Thus, this study shows that overall EGLS usage among boys and girls is not correlated

ACKNOWLEDGEMENTS

First and foremost, I would want to express my gratitude to Ms Nguyen

Thi Viet, my passionate thesis adviser, for her support and guidance Her

concern and open-mindedness have been a fantastic source of inspiration and

advice for me It would have been tough to complete my graduation paper

without her assistance

Furthermore, I would not have been able to complete my thesis without the

invaluable assistance of the administrators, teachers, and students at three

schools: Bim Son High School, Ham Rong High School, Dao Duy Tu High

School - locations The survey has created all the most favorable conditions for

my survey to go smoothly and get the expected results

Despite many efforts, due to limited time and research conditions,

therefore, in this topic, it is inevitable that there are shortcomings I hope that the

teachers, those who are interested in the topic, and friends will continue to

provide suggestions and help to improve the topic

I would also like to express my gratitude to all of the teachers at Hong Duc

University's Faculty of Foreign Languages, who provided useful lectures,

helpful support, and encouragement throughout my four years of study I'd want

to express my gratitude for everything you've done for me

Last but not least, my thankfulness to my family and friends is

immeasurable They have provided me with a great deal of support, direction,

and encouragement during the process of writing my graduation paper

Thanh Hoa, May, 2023

PHAM VAN TRA

LIST OF ABBREVIATIONS

No Abbreviation English full name

4 LLS Language learning strategies

5 EGLS English Grammar Learning Strategies

6 SPSS Statistical Package for the Social Sciences

7 SEM Search Engine Marketing

8 TESOL Teaching English to Speakers of Other

Languages

LIST OF TABLES AND FIGURES

1 Table 1 Englishgrammar learning strategies by Duculescu (2023)

2 Table 2 Strategies used to learn grammar

3 Table 3 Frequency of using groups of grammar learning strategies

4 Table 4 Analytical results of independent sample T-test

Gender differences in the use of grammar learning strategies

5 Table 5 Statistical analysis between 12th grade male and female

students using computers

PART I: INTRODUCTION

1 Rationale

In the context that the country is in the process of integration and development, the ability to communicate in English makes a significant contribution to shaping the lifestyle and future orientation for all citizens, especially the younger generation

In communication, a grammatically correct expression will make the conversation more interesting and exciting No one likes to have a conversation with someone who has to constantly interrupt the conversation to ask again what

he or she wants to talk about Therefore, in communication, poor grammar will cause discomfort and bring bad emotions to the opposite person

As for the study of grammar learning strategies (GLS), more than a decade after the turn of the 21st century, Pawlak (2012b) states that "research on grammar learning strategies is still in its infancy " partly due to the "blatant scarcity of appropriate empirical investigations" (p 267) Yang (1998) emphasizes that language learning strategies (LLS) are required by learners for success and autonomy in a learner-centered approach Therefore, how learners process new information and the strategies that learners use to learn, understand

or remember have become of interest to linguists (Park, 2005) Learners use LLS as a tool to develop communication and language skills (Oxford, 1990) Successful learners use a variety of strategies to solve problems they face while acquiring or creating language (Oxford, 1990) O'Malley and Chamot (1990) proposed that LLS and grammar can be connected because LLS is less efficient without knowledge of grammar (Cohen, 1998) Therefore, LLS enhances learners' grammar knowledge when they consciously use LLS in learning grammar

Although research on strategies has received a lot of attention in recent decades, very little research on this topic has been conducted in Vietnam, especially among high school students High school students today are gradually realizing the importance of learning English grammar However, the current

situation shows that many students still have difficulties with learning grammar, such as many complex grammatical structures, many long and difficult grammar topics, difficulty to remember, forming poor study habits, low ability to master knowledge, etc High school students today still have many difficulties with learning English in general and in learning grammar in particular

Therefore, the study decided to explore further what strategies are currently being used by high school students in the Town and City high schools in Thanh Hoa province to improve their grammar learning ability

Currently, supplementing and improving English grammar plays a very important role in promoting the quality of English learning by high school students as well as to improve the quality of education, especially in exams Therefore, this study was conducted to find out the grammar learning strategies that are being used by students of high schools in the Town and City areas in Thanh Hoa province in order to create a premise and contribute more resources data for the research community on the quality development of grammar learning of high school students in the current context in Vietnam The study simultaneously explores the grammar learning performance and English grammar learning strategies of students in high schools in the town and city in Thanh Hoa province

2 Aims of the study

The study's goals are to:

Find out the English grammar learning strategies used by 12th graders in town and city areas

Find out which English grammar learning strategies are most used by 12th graders in town and city and which English grammar learning strategies are used the least

Research to find out the difference in the use of grammar strategies by 12th grade males and females in city and town in Thanh Hoa province

4 Scope of the study

This research looked at English grammar learning strategies of grade 12 students in city and town in Thanh Hoa province Furthermore, the findings are confined to studying students in high school, and these findings may have an influence on the generalization of these findings to the greater population of all students, as well as serve as references for anyone who wants to teach or learn English

5 Research methodology

The present study used a quantitative method, with the use of a questionnaire to collect data on English grammar strategies used by school grade 12 students Descriptive statistics were conducted, using Excel and SPSS software to calculate mean, standard deviation and T-test and other relevant information

6 Structure of the study

The research is broken down into three parts:

PART I: INTRODUCTION

1 Rationale

2 Aims of the study

3 Research questions

4 Scope of the study

5 Research methodology

6 Structure of the study

PART II: DEVELOPMENT

CHAPTER 1: THEORETICAL BACKGROUND

1 Theoretical basis of grammar learning strategies

2 Practical basis of English grammar strategies used

3.Objectives of the English program for high school students

CHAPTER 2: METHODOLOGY

1 Participants and purposes of the survey questionnaire

2 Data analysis

3 The questionnaire used for the present study

CHAPTER 3: FINDINGS AND DISCUSSION

1.Overall English grammar strategies used by 12th graders in Town and City areas in Thanh Hoa province

2 Frequency of use of Grammar learning strategies and groups of grammar strategies

3.The difference in the use of grammar learning strategies by 12th grade students male and female in city and town in Thanh Hoa province

PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND

1 Theoretical basis of grammar learning strategies

1.1 The concept of grammar learning strategy

1.1.1 Grammar Learning

Grammar is an essential part of creating the accuracy of language that makes language meaningful and relevant because the correct use of language should not be separated from communicative competence for communicative purposes (Larsen-Freeman, 1991) As English learners, their level of language ability depends on how well they master grammar since grammar knowledge is the basis of communicative competence Systematic grammar instruction is supported by communicative competence, which requires learners to know grammar rules and how to use those rules in communication

In the current integration context, English is considered a common language for the whole world and mastering English grammar can help learners develop language skills to seize good opportunities than However, many language learners, even after learning English for a few years, still think that it is difficult to learn English grammar effectively (T.M Hoa & P.T.M Thao, 2020) Learning English grammar is not a simple task because learners have to know many other important components such as vocabulary, flexibility, application and comprehension (Leong & Ahmadi, 2017) Therefore, learning to yawn should be focused on practice and development in the process of learning foreign languages To do that, learners have found and applied different grammar learning strategies to their language learning process to improve their grammar knowledge

1.1.2 Language learning strategies

The book ―Language learning strategies - What every teacher should know‖ published by Oxford in 1990, analyzed the term ―strategy‖ – tactic The term is derived from the Ancient Greek "strategia" which means general or the art of war More specifically, tactics involve the optimal management of troops, ships or aircraft in a specifically planned campaign In a non-military context, the term "tactical" is applied to more explicit situations In it, it means a conscious plan, measure or action to achieve a goal

In the issue of learning, two researchers Marriott and Torres (2009) also made a similar point of view, arguing that a fundamental feature, accepted by the scientific community, is for a learning process to be considered is a tactic, it must be used consciously and purposefully to achieve a particular goal, under a particular circumstance and condition Language learning strategies are an important and necessary tool to help increase learners' ability to use new languages and develop their communication abilities

Learning strategy has been a global issue in English language teaching and has attracted considerable attention from academics over the past few decades (Mistar & Umamah, 2014) Language learning strategy, as one of the important criteria in language learning, is receiving more and more attention not only in terms of definition but also in terms of factors affecting strategy language learning (Razmjoo & Ardekani, 2011)

Researchers have defined language learning strategies in a variety of ways According to Oxford (1990), learning strategies are specific actions taken by learners to make learning easier, faster, more enjoyable, more autonomous, more effective, and more adaptive in their learning new situations Learning strategies are known as techniques, means, and ways of thinking and behaving that learners use during the learning process to acquire knowledge (Weinstein and Mayer, 1986) Language learning strategies are defined as ―a sequence of actions, behaviours, steps, or techniques that learners intentionally use to develop language skills (T.T.P Thao & N.T Duc), two thousand and thirteen)

Meanwhile, O'Malley & Chamot (1990) consider learning strategies as tools for active participation, the self-direction necessary to develop foreign language communication skills

In recent years, the focus of language learning strategy studies has shifted

to a narrower scope It is a tactic to develop a specific part of language skills such as Grammar, Listening, Speaking, Reading and Writing

1.1.3 Grammar learning strategy

One of the key components of language learning strategies is grammar learning strategies Researcher Miriam (2005) asserts that grammar is part of foreign language learning, while grammar learning strategy is an important part

of foreign language learning strategy According to Hedge (2000), a good grammar student always knows how to use strategies to learn grammar Grammar is necessary for producing meaningful and appropriate language accuracy because accurate use of language should not be separated from communicative competence for communication (Larsen-Freeman, 1991) Learners can also improve their ability to understand, learn, remember and process information through the use of grammar strategies The use of grammar learning strategies not only helps to solve learners' communication problems but also enhances learners' interaction in the target language (Khalil, 2018)

A grammar learning strategy is necessary because it provides language learners with a full range of valuable tools to communicate or use skills such as reading and writing in the target language in a variety of situations context and help them overcome a multitude of language problems The importance of using grammar learning strategies is to help students improve their language development to encourage effective communication (Larenas, 2011) To minimize problems with grammar deficiencies and improve learning performance, language learners need to adopt specific grammar learning strategies and use them appropriately

1.2 The importance of the grammar strategies used

In communication, British people tend to speak very quickly and often use many silent abbreviations Knowing grammar also helps us to hear abbreviations

or silent sounds by guessing what the speaker wants to express.‖ The purpose of learning a foreign language is to be able to communicate in that language According to Nunan (1991, p.39), ―For most learners, mastering grammar is the most important factor in the process of learning a foreign language, and success

in learning grammar is assessed by the ability to learn grammar ability to carry out a conversation in that language‖ In addition, according to some recent studies, Grammar also plays a role in supporting the development of other skills such as reading skills (Hilferty, 2005), writing skills (Trachsel & Severino, 2004) and skills listen (Regina, 1997)

Grammar plays such an important role, so how can the formation of grammar learning strategies help learners improve their grammar? A lot of research has been done on language learning strategies in general as well as grammar learning strategies in particular According to Rubin and Wenden (1987), in most of these studies, the main concern is ―identifying good foreign language learners as to what they do to be good at second language learners‖ At the same time, these studies also focused on the strategies used by good learners and concluded that, if those strategies were identified, weaker language learners could apply them into your learning process to improve your skills The strategies used by learners while learning a foreign language have been studied

by Cohen (1998), Wenden (1987), Chamot and O'Malley (1987) and many other researchers

In addition, the issues surrounding learners' anxiety while learning English

is also a topic that researchers are interested in Ching-Yi Tien (2018) affirmed that students are now more comfortable communicating in English both inside and outside the classroom, but they still lack confidence in using English because of a few other problems Therefore, he conducted a study on 658 students from 8 different universities in Taiwan intending to investigate the

factors that cause anxiety among students when using English Mak (2011) also conducted a study to explore the contributing factors to language learning anxiety in the classrooms of 313 randomly selected freshmen in Hong Kong Research provides evidence that students' negative attitudes towards language classes and negative self-assessment are major factors in anxiety when learning English grammar in class

Therefore, forming learning strategies becomes important to develop students' language ability to be independent and self-directed in their learning process Grammar learning strategies are often described as tactics used to overcome problems caused by insufficient knowledge of the second/target language (Rubin and Thomson, 1994: 89) Therefore, grammar learning strategies play an indispensable role in language acquisition, greatly improving the ability to learn that language The importance of knowing grammar learning strategies can be seen as an important issue for improving students' language skills (Pazmino Calero, Lucy Marina 2018)

Oxford (1992, p 15) gives the following definition: tactics are specific actions, behaviours, steps or techniques that students (often intentionally) use to improve their progress in development second language skills These tactics can facilitate the acquisition, storage, retrieval, or use of a new language Thus, strategies have been at the centre of increasing attention in second language research, especially grammar learning strategies Grammar learning strategies are believed to be important for second language learning (Dörnyei and Scott 1997) In his report, Savignon (1972:78) recognized the importance of grammar tactics as a component of language teaching In it, she calls speaking tactics

―counter-tactics.‖ Researchers such as Dörnyei and Scott (1997), Færch and Kasper (1983), Tarone (1980) and Nakatani (2010) argue that the use of fluency tactics not only solves learners' communication problems but also enhances learners' interaction in the target language, thereby developing their spoken language

Every student has his or her learning strategy in language learning It can

be seen from the successful students rather than the method or technique of the lecture Styles are the common characteristics that distinguish one individual from another, and particular learning strategies are the distinguishing points that individuals use to help them absorb, learn, or retain new information According

to O'Malley and Chamot (1990: 43), "Grammatical learning strategies are essential in semantic interaction where in syntax or discourse they are not visible between the learner and a person use the target language‖ As such, language learners can apply grammar learning strategies to negotiate meanings and they should be encouraged to practice language skills to reduce anxiety that may arise from lack of knowledge of the language language Grammar learning strategies are often described as tactics used to overcome problems caused by insufficient knowledge of the second/target language (Rubin and Thomson, 1994: 89) Therefore, grammar learning strategies play an indispensable role in language acquisition, greatly improving the ability to learn that language

Studies on second language learning strategies and grammar proficiency have pointed out exactly three things about the variables in the methodology First, several studies investigate the relationship between grammar tactics and grammatical proficiency in the way that tactics act as a dependent variable and grammar proficiency as an independent variable So, the relationship between them is tested based on whether grammar level affects the use of grammar tactics For example, Cabaysa and Baetiong (2010) investigated the strategies used by Filipino high school students to learn English grammar and proficiency

in using English grammar using grammar strategies The results show that students who use certain English grammar learning strategies can apply and master grammar in English skills, while students who do not use the strategy still have concerns anxiety and difficulties when learning grammar Second, several studies investigate the relationship between grammar tactics and grammar level in which the tactics act as an independent variable and grammar useability a dependent variable For example, Li (2007) investigated second

language learning tactics used by Chinese studies students studying in the UK Students' grammar proficiency was determined at the start of the study and measured at the end of the study to find out if the grammar strategies students used throughout the study improved improve their grammar Several studies exploring the relationship between grammar learning strategies and proficiency

in using grammar in a similar way to the above studies have shown similar results that the application of learning strategies Grammar plays an important role in proficiency when learning a second language Researchers seem to agree that a positive relationship between the use of grammar learning strategies and the proficient use of grammar does indeed exist Weyer (2010) also demonstrated that 71% of students trained in strategies improved their grammar

by at least one level Therefore, the formation of grammar strategies not only plays an important role in improving grammar skills for learners but also has great significance in overcoming worries and difficulties when learning grammar English through the relationship of grammar strategies and learners' proficiency in using English grammar

1.3 The Classification of Grammar Learning Strategies

Grammar learning strategy is considered the "backbone" contributing to the success of learners' acquisition of grammar knowledge In addition, grammar learning strategies are used by learners to help them understand new knowledge better while also helping them solve language problems Learners must realize the power of conscious use of speaking strategies to learn faster, more effectively, and more enjoyable

Grammar learning strategies are classified and used based on the classification of language learning strategies Language learning strategies have been classified by many researchers; examples of O'Malley and Chamot (1994), Oxford, (1990) and Stern (1992)

A The Classification of Language Learning Strategies (LLS)

O’Malley and Chamot’s Classification of LLS

O’Malley and Chamot (1994) distinguished between three categories of LLS: metacognitive, cognitive, and social/affective strategies Metacognitive strategies are compared to executive processes which allow learners to complete such activities as task anticipation, determination of plan execution, and evaluation of one’s productions which are based on learning success and implementing a plan after learning the activities For cognitive strategies, the learners transform the materials to be learned physically Social-affective strategies involve interaction with other persons and using effective control for learning

Oxford’s Classification of LLS

Oxford’s (1990) classification of LLS is the most well-known and comprehensive one in this field According to Oxford (1990), there are two classes of LLS: direct and indirect strategies The direct strategies ―directly involve the target language and require the mental process of the language‖ (Oxford, 1990, p 37) Direct strategies consist of memory strategies, cognitive strategies and compensation strategies Regarding indirect strategies, they

―support and manage language learning without directly involving the target language‖ (Oxford, 1990, p 135) Indirect strategies include metacognitive strategies, affective Thailand TESOL International Conference Proceedings

2013 | 65 strategies and social strategies Concerning this classification, Oxford designed the Strategy Inventory for Language Learning (SILL) for LLS evaluation

B The Classification of English Grammar Learning Strategies (EGLS)

Chen (2007) categorized EGLS as cognitive, metacognitive, affective, and social strategies :

Cognitive Strategies

Cognitive strategies refer to strategies that are used to identify, understand, keep, and extract grammar knowledge Cognitive strategies comprise the following subcategories: preparation, attention to form, thinking, keyword, understanding, induction and deduction, correction, translation, imagery,

resourcing, repetition, transfer, inferencing, elaboration, note-taking, and contextualization (Chen, 2007)

These terms will be now defined in details: (1) Preparation: preparing in advance of grammar learning; (2) attention to form: concentrating consciously

on particular aspect of grammar knowledge; (3) thinking: working out or reflecting on grammar; (4) key word: memorizing grammar by means of producing recalled images of some relationship with new grammar knowledge; (5) understanding: organizing grammar materials in long-term memory, restructuring, and grasping the meaning of them; (6) induction and deduction: making grammar rules generalization and consciously employing the grammar rules in comprehending English; (7) correction: making grammar mistakes right and learning from mistakes; (8) translation: using first language (L1) basically in

a way of comprehending or making rules of grammar; (9) imagery: relating new information to visual concepts in memory via familiar, easily retrievable visualization; (10) resourcing: using grammar materials to promote grammar knowledge; (11) repetition: imitating grammar smartly, including overt practice and silent rehearsal; (12) transfer: using previously acquired grammar knowledge to facilitate a new language learning task; (13) inferencing: inferring and analyzing grammar rules from a text; (14) elaboration: integrating new information into existing grammar knowledge; (15) contextualization: referring

to the role of grammar rules in a meaningful language; and (16) note-taking: writing down the main ideas important points, outline, or summary (Chen, 2007)

Metacognitive Strategies

Metacognitive strategies are strategies that assist learners to achieve learning objectives, choosing a learning approach or techniques, assessing, and providing advice 66 | Thailand TESOL International Conference Proceedings

2013 about learning results Subcategories of metacognitive strategies are direct attention, preparation, self-regulation, and self-evaluating (Chen, 2007)

These four subcategories are defined as follows: (1) Direct attention: deciding in advance to join a learning task and deliberately no attention to unrelated distractors; (2) preparation: planning for and rehearsing grammatical components important to do an upcoming language task; (3) self-regulating: being aware of the situation helping learn and arranging for the presence of those conditions; and (4) self-evaluating: finding out the result of grammar learning or productions and choosing any elements that can be improved (Chen, 2007)

Affective Strategies

Affective strategies are strategies used by learners to adapt, promote, and control strong feelings in the grammar learning process Subcategories of affective strategies comprise cultivating interest, positive attitude, confidence, lower anxiety, encouraging others, caring for others’ emotions, regulating own emotions, and being helpful (Chen, 2007)

These subcategories are defined as (1) Cultivating interest: revealing curiosity, obsession, or concern over grammar learning; (2) positive attitude: having a feeling in grammar learning; (3) confidence: feeling self-assurance in grammar learning; (4) lowering anxiety: decreasing concern with grammar learning; (5) encouraging other: motivating others to have hope, bravery, or self-confidence in grammar learning; (6) care of others’ emotions: involving in the feelings of other learners in grammar learning; (7) regulating own emotions: being able to control own feelings in grammar learning; and (8) being helpful: assisting other learners in learning grammar (Chen, 2007)

Social Strategies

Social strategies are strategies employed by learners to improve their grammar knowledge in intercommunication Subcategories of social strategies are communication, clarification and verification, cooperation, fluency, and accuracy (Chen, 2007)

These subcategories are defined as follow: (1) Communication: using rules

to exchange message or information in the language expression; (2) clarification

and verification: requesting teachers or others for repeating, paraphrase, explaining, or giving an example; (3) cooperation: working with friends to get feedbacks, pool information, or model language activities; (4) fluency: tending

to express oneself readily and effortlessly with Thailand TESOL International Conference Proceedings 2013 | 67 little attention to grammatical regulation; and (5) accuracy: monitoring expression for grammatical regulation (Chen, 2007)

1.4 The Language Learning Strategies Used Between Gender

Regarding gender differences in the use of learning strategies, several studies indicate that the association between strategy use and gender does not appear to be clear (Dadour & Robbins, 1996; Oh, 1996; Park, 1999; Lee & Oxford, 2008) The term gender is widely used by those referring to men and women in society Many empirical studies have shown that gender has a significant influence on the level of strategy use Women use learning strategies more often than men (Dreyer & Oxford, 1996; Green & Oxford, 1995; Lan & Oxford, 2003; Lee & Oh, 2001; Oxford & Ehrman, 1995; Fauzan, Rahmi, Comparison of Male 76|IJIELT, Vol 2, June 1, 2016 issue, cited in Lee and Oxford, 2008:9) The results of the study carried out by Oxford et al showed that gender had a significant effect on the frequency of strategy use The results

of the study indicate that women are more likely to use memory, cognitive, and social strategies Oxford and Nyikos (1989:291-300) examined the use of learning strategies in a sample of 1200 adults studying French, Spanish, Italian, and German and demonstrated that gender plays a decisive role in choosing strategies The results show that women tend to deploy all kinds of strategies more often, which is consistent with the results of previous studies on the role of gender in foreign language learning These findings are also echoed in research conducted by Ehrman and Oxford (1989) on a sample of 78 adult learners, including students and professors in philology departments The languages studied include Indonesian, Turkish, Italian, Hungarian, and Arabic According

to previous research, gender differences in the use of strategies were revealed

more often, and validation strategies, meaning-receiving and conveying strategies, and self-directed strategies were more frequent Female respondents used it more often Research done by Zimmerman and Pons (1990; Lee & Oxford, 2008) has found that women use metacognitive strategies such as planning and monitoring Regarding gender differences in the use of learning strategies, several studies indicate that the association between strategy use and gender does not appear to be clear (Dadour & Robbins, 1996; Oh, 1996; Park, 1999; Lee & Oxford, 2008) Kaylani (1996:75–88) found that male students differ from female students in the level of strategic use She found that female students used mnemonic, cognitive, compensatory, and affective strategies more often than male students, and thus the correlation between gender and language proficiency was established Dongyue (2004:5) did an interesting study on the correlation between language proficiency, gender, and usage strategy The results of the study indicated that there were statistically significant gender differences in overall memory, affect, and strategies employed by women The results indicate that women manage and control their emotions better than men The author also shows that the difference in the frequency of strategic use between men and women can be influenced by other variables such as ethnicity, cultural background, and language learning environment Aslan (2009) found a specific outcome of language learning strategies used across genders He found that male students differed from female students in their level of strategic use

He has found that men prefer to use the metacognition strategy, while women prefer to use the compensation strategy

2 Practical basis for research, studies on English grammar strategies

of high school students abroad

High school student grammar strategies refer to how students understand the use of nouns, verbs, adverbs, adjectives, phrases or clauses, grammatical structures and topics about them to complete tests or use them in learning English skills especially in the study on grammar learning strategies of high school students at high schools in town and city areas in Thanh Hoa, it is

possible to focus on analyzing common speaking strategies that students use in learning English This research can help educators better understand how students use strategies to learn English grammar and come up with appropriate strategies to help students develop effective language learning skills

Previous studies have found that cross-cultural similarities and differences have influenced learners' choice and use of language learning strategies in general as well as their overall learning styles languages from different cultures (Politzer & McGroarty, 1985; Psaltou-Joycey, 2009; Rubin, 1975) Politzer and McGroarty (1985) report that learners from Eastern cultures prefer memorization and reasoning rather than communication strategies, while Rubin (1975) found that learners from Western cultures West prefer to work individually rather than in cooperation with others Psaltou-Joycey (2009) found that culture is ―the strongest influence‖ (p.315) on the choice of language learning strategies The Greeks participating in the Psaltou-Joycey (2009) study reported that they tried to practice learning the target language when they realized that in addition to using the language in the classroom, they could also use it it to communicate with others in the community

Research by Sothea Seng Pragasit Sitthitikul in "Investigating the English Grammar learning strategies and their effects: a case study of EFL College students" - "shows that English grammar learning strategies (EGLS) were used

at a high level by this sample of Cambodian EFL students They may most frequently use strategies subconsciously since they prefer to learn grammar to a large extent and are actively involved in grammar learning inside and outside classrooms They seem to learn grammar utilizing applying it to the contexts of language skills, such as reading, speaking, listening, and writing or memorizing grammar rules Moreover, they may be exposed to grammar learning enhancement as a way of communicating with their peers, teachers, or foreigners

Study "Looking at the language learning strategies of Indonesian high

learning strategies of Indonesian high school students as foreign language learners" (2021) by Putri Hasanah and Pangesti Wiedarti looks at language learning strategies that Indonesian high school students use when learning a foreign language The researchers used questionnaires to collect data from 100 high school students in Indonesia The study's findings suggest that students use

a variety of language learning strategies, with metacognitive strategies most commonly used, such as planning and monitoring, followed by other strategies cognitive strategies, such as repetition and translation Research also shows that female students tend to use language learning strategies more often than male students

―An Investigation of Language Learners’ Use of Grammar Learning Strategies in Technology-Enhanced Language Learning‖ by Cristina Duculescu Research shows that metacognitive strategies are preferred by language learners, followed by cognitive strategies, and sociocultural interaction strategies are the least used In addition, some of the key PLLE factors found to influence GLS use were: prior language instructor teaching methods, prior knowledge of other languages, and transfer of foreign strategies language Finally, it is found that technology plays several roles in GLS application, such as: promoting the strategic use of language learning, making language learning flexible and convenient and making language learning more engaging/fun/entertaining

Noor Hayati's "A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda" focuses on investigating the relationship between beliefs, strategies, and students' English learning achievement in English for Specific Purposes (ESP) at STIENAS Samarinda The findings of the study indicate that students' beliefs and strategies for learning English have a significant impact on their academic achievement in English Research also reveals that students who successfully learn ESP often have positive beliefs about learning English and use a variety of learning strategies, including cognitive, metacognitive, and

socio-emotional tactics society, to improve their language proficiency, with metacognitive tactics taking the top spot with survey respondents

In Thailand, Suthiwartnarueput and Soranastaporn (2006) conducted a study on the EGLS of Mahidol University medical students The participants were 255 second-year students The TOEFL grammar test, EGLS questionnaire, and interview were the research instruments The authors reported that affective and cognitive strategies were frequently used, and there was a statistically significant difference regarding EGLS use between high-ability and low-ability students Also, it was found that the former group used metacognitive strategies more frequently than the latter group, and there was no difference in the use of social/affective strategies between the two groups

Chen (2007) undertook a research study on EGLS use by English majors This study was conducted at a Chinese university The participants were 124 sophomores A questionnaire, a grammar achievement test, and an interview were the research tools Chen (2007) found that: (1) the frequency of overall strategy use was at the medium level; (2) cognitive strategies, metacognitive strategies, affective strategies, social strategies and the whole strategy all demonstrated positively significant correlations with English grammar learning outcome; and (3) high-proficiency students used strategies at a higher frequency than low-proficiency students

Huang (2007) also investigated EGLS employed by Chinese EFL learners The participants were 171 non-English major vocational college students The instruments were a questionnaire and an interview Results revealed that the affective strategies were the most frequently used while communicative strategies were the least frequently used ones Moreover, high-proficiency students used more strategies for grammar learning than low-proficiency students

Gürata (2008) conducted a study on EGLS employed by EFL learners in Turkey There were 176 participants The EGLS questionnaire was the

Proceedings 2013 | 69 revealed that a range of strategies was found to be used

by students Moreover, there was a difference in the use of the strategies among the students from different proficiency levels and gender Finally, there was a positive correlation between strategy use and grammar achievement

In China, Zhang (2008) investigated the EGLS of high school students The instruments were a questionnaire and an interview The participants were 256 high school students The results revealed that: (1) the overall use of EGLS was

in the medium range, and most of the students were positive about learning grammar Affective strategies were the highest use, followed by metacognitive, cognitive, social and resource strategies There was a relationship between strategy use and students’ proficiency

In addition, the study highlights the importance of integrating different teaching methods and tactics, including task-based language teaching, communicative language teaching, and content-based teaching, to promote language learning and student achievement in the context of ESP

"Language learning strategy use of ESL Students in an Intensive English learning context" is a study conducted by Kyungsim Hong-Nam and Alexandra

G Leavell and published in 2006 This study aims to analyze learning strategies the language used by ESL students in an intensive English learning environment (5 English students studying together at a high school in the United States for a 5-week term) The results showed that the students used a variety of learning strategies to learn English in this intensive learning environment The most common strategies include listening practice, using a dictionary, learning vocabulary, and focusing on pronunciation Students also used other learning strategies such as learning about local culture, using textbooks, and participating

in group activities In addition, promoting social interaction between English language students and partners is important in developing the language skills of ESL students

These studies focused on factors that influence high school students' grammar learning strategies, but each study has a different scope and purpose

3 Objectives of the English program for high school students

The general education program in English helps students have a new communication tool, forming and developing students' ability to communicate in English through listening, speaking, reading and writing skills At the end of the general education program, students can communicate at Level 3 of the 6-level Foreign Language Competency Framework for Vietnam, creating a foundation for students to use English in learning, and forming lifelong learning habits to become global citizens in the integration period

The general education program in English helps students have an overview

of the country, people and culture of some English-speaking countries and other countries in the world; have good attitudes and feelings towards the countries, people, cultures and languages of those countries In addition, the English General Education Program also contributes to the formation and development

of students with the necessary qualities and competencies for workers: awareness and responsibility for labour, orientation and choice careers following their abilities, interests, and adaptability in the context of the new Industrial revolution

Upon completion of the high school English curriculum, students can: Using English as a communication tool through the four skills of listening, speaking, reading and writing to meet basic and practical communication needs

on familiar topics related to school and activities entertainment, entertainment, profession,

– Continue to form and develop basic knowledge of English, including phonetics, vocabulary, and grammar; through English have a deeper understanding of the countries, people, and cultures of English-speaking countries and of other countries in the world, understand and respect the diversity of cultures, at the same time, initially reflect the values of Vietnamese culture in English

Using English to improve the quality of learning other subjects in the

– Use English to pursue higher learning goals or maybe work right after finishing high school

– Apply different learning methods to manage study time, apply information technology in learning and self-study, and consolidate

However, because the curriculum is heavy on grammar, most students rarely learn skills such as listening and speaking, but grammar is only at the level of doing exercises and completing tests, not converting capital grammar to use fluently in language skills such as listening and speaking Therefore, after graduating from grade 12, although students have studied English for 12 years, most still cannot communicate

CHAPTER 2: METHODOLOGY

1 Participants and purposes of the survey questionnaire

This study was carried out at high schools in the town and city areas in Thanh Hoa province In this study, the initial research subjects were 170 12th-grade students from 3 high schools in Thanh Hoa province Those schools were Bim Son High School, Dao Duy Tu High School and Ham Rong High School

Of the total 170 students answering the questionnaire, only 156 responses were accepted for analysis Fourteen responses were not accepted because students did not answer all the questions in the questionnaire

Students are research object who have studied English for ten to twelve years Among 156 students participating in the survey, there are 72 boys and 84 girls According to the survey, students with B1 level dominate (35.9%), especially the number of students with B2 level and above only accounts for 33.3% and A1 level only accounts for 14.1% Thus, the student's English proficiency is quite high, which is understandable because the students participating in the survey are located in the city, which is an economic, cultural and developed area of Thanh Hoa province

The survey questionnaire is designed for 3 main purposes:

- Find out the English grammar learning strategies used by 12th graders in town and city areas

- Find out which English grammar learning strategies are most used by 12th graders in town and city and which English grammar learning strategies are used the least

- Research to find out the difference in the use of grammar strategies by 12th-grade males and females in city and town in Thanh Hoa province

2 Data analysis

Data from the questionnaire surveying English grammar learning strategies were analyzed quantitatively, using Excel and the Statistical Package for Social Sciences (SPSS) version 16.0 Descriptive statistics, including means and

Descriptive statistics, including means and standard deviation (SD), were also calculated to derive student responses to EGLS questions The average score of 4.5-5.0 on the 5-point Likert scale is called the highest EGLS usage; the average score from 3.5-4.4 is high application; a GPA of 2.5-3.4 is described as using average; an average score of 1.5-2.4 defined as low use; and the average score of 1.0-1.4 is the lowest use

In addition, an analysis of the time correlation coefficient was to check the frequency of using grammar strategies by grade 12 students in the town and city

of Thanh Hoa Province The difference between male and female students when using grammar learning strategies

Student mean EGLS usage was tested by independent sample t-test analysis

3 The questionnaire used for the present study

Below is the theoretical framework used for this study, based on the theoretical framework of Duculescu (2023) which consists of 69 representative statements representing six tactical groups (Table 1)

Table 1 : English grammar learning strategies by Duculescu (2023)

Part A – Metacognitive Tactics Group

1 I have previewed the grammatical structures that will be

4 I tried to find ways to learn grammar more effectively 1 2 3 4 5

5 I know my strengths and weaknesses when it comes to

grammar

1 2 3 4 5

6 I have specific goals and objectives in learning grammar 1 2 3 4 5

7 I schedule a grammar review in advance 1 2 3 4 5

8 I pay attention to grammatical structures in my own speaking

and writing

1 2 3 4 5

Part B - cognitive strategies

Part B1 – GLS is used to support the production and understanding of

grammar in communication tasks

9 I try to use specific grammatical structures while

communicating (e.g when telling a story)

1 2 3 4 5

10 I read funny stories and watched TV English programs to

improve my grammar knowledge

1 2 3 4 5

11 I notice (or remember) structures that make me meaningful

or communicative

1 2 3 4 5

12 I notice (or remember) structures that are repeated

frequently in the text

1 2 3 4 5

13 I noticed (or remembered) the highlighted structures in the

text in italics, bold, underline, etc

1 2 3 4 5

14 I notice (or remember) oral emphatic constructs through

pitch, repetition, etc

1 2 3 4 5

15 I noticed structures that were repeated very often over a

short period of time (e.g., past tense in a series of stories

over the course of a few lessons)

1 2 3 4 5

16 I pay attention to how more proficient people say things and

then imitate

1 2 3 4 5

17 I compare my words and writing with those of more

proficient people to see how I can improve

1 2 3 4 5

18 I use Google or other search engines to see how a particular

grammatical structure is used in contexts that make sense

1 2 3 4 5

Part B2 – GLS is used to develop clear knowledge of grammar

19 I pay attention to the rules provided by teachers or

textbooks

1 2 3 4 5

20 I try to understand every grammar rule 1 2 3 4 5

21 I keep in mind the rules about commonly used language

forms/structures (e.g formation and passive use)

1 2 3 4 5

22 I keep in mind the rules of how structures change their

form (for example, form an adjective for an adverb)

1 2 3 4 5

22 I highlight new grammatical structures graphically (e.g

colors, underline)

1 2 3 4 5

24 I interpret the rules I am given because I understand them

better in my own words

28 I actually take place new grammatical structures 1 2 3 4 5

29 I use notebooks/flashcards for new rules and examples 1 2 3 4 5

30 I group grammatical structures to remember them better

(verbs followed by V-ing and to-V)

1 2 3 4 5

31 I review grammar lessons to remember the rules better 1 2 3 4 5

32 I use grammar reference books, the grammar section of

course books, or grammar information in dictionaries

1 2 3 4 5

33 I use my mother tongue or other languages I know to

understand and memorize grammar rules

1 2 3 4 5

34 I try to discover grammar rules by analyzing examples 1 2 3 4 5

35 I create my own hypotheses about how structures work

and test these hypotheses

1 2 3 4 5

36 I use electronic resources (e.g English sites, corpora) to

figure out the rules

1 2 3 4 5

37 I work with others to reconstruct texts read by teachers

that contain many examples of a particular structure

1 2 3 4 5

38 I do grammatical analysis diagrams, graphs and tables

for understanding

1 2 3 4 5

39 I work with others to discover grammar rules 1 2 3 4 5

40 I notice when teachers lead me into overgeneralizing

errors (e.g., broken speaking) and then I think about what

42 When I don't know the part of speech, I look at clues such

as form, meaning, and context

1 2 3 4 5

Part B3 - GLS is used to develop implicit knowledge of grammar

43 I repeat the rules and examples to myself or rewrite

them several times

1 2 3 4 5

44 I do many exercises to practice grammar (e.g

multiple times paraphrasing, translation, multiple

choice)

1 2 3 4 5

45 I try to apply the new rules carefully and accurately

in specific sentences (e.g to compete for a gap)

1 2 3 4 5

46 I use the newly learned rules to create new

sentences (to write about my plan)

1 2 3 4 5

47 I try to use grammar rules as early as possible in a

context that makes sense (e.g use them in my

speech and writing)

1 2 3 4 5

48 I try to use whole phrases that contain specific

structures in my speech

1 2 3 4 5