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The role of language learning strategies (LLS) in second language acquisition has received increased attention across several disciplines in recent years. LLS has been shown to occur in many studies over the years to improve language learning efficiency. The current study endeavors to scrutinize LLS employed by the students at (1) Binh Phu, (2) Vo Minh Duc, and (3) Nguyen Thi Minh Khai high schools and suggests solutions to improve the effectiveness of LLS. Based on the data collected and analyzed by mixed methods (quantitative and qualitative), the survey reveals that students’ motivation enormously affected LLS. The author first sent and collected data from questionnaires, then complimented interviews, subsequently experimental teaching, and classroom observation. The findings simultaneously show that students use many LLS to enhance their speaking skills, but the most frequently used ones are cognitive and affective. Significant correlations among types of LLS and the influence of motivation on the choices of LLS are consistent with previous studies. The study’s results concerning LLS and the effectiveness of LLS are expected to be beneficial to teachers of English and students in terms of narrowing the gap between the students LLS and their teaching methodologies preferences and sketching out the appropriate strategies to enhance students’ speaking skills. The implications of these findings and the importance of viewing learners holistically are discussed, and recommendations are made for ongoing research.
THU DAU MOT UNIVERSITY FACULTY OF FOREIGN LANGUAGES MASTER THESIS DEFENSE AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES TO IMPROVE ENGLISH SPEAKING SKILLS AMONG HIGH SCHOOL STUDENTS: A CASE OF THREE HIGH SCHOOLS IN BINH DUONG PROVINCE Cover MAJOR: ENGLISH LANGUAGE Presented by Hoang Thi Le Quyen MAJOR CODE: 22 02 01 Supervised by Ph.D Tran Thanh Du Binh Duong, September 2023 01 Outline 01 Chapter 1: Introduction 02 Chapter 2: Literature Review 03 Chapter 3: Methodology 04 Chapter 4: Findings and 05 discussions AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… 02 Chapter 1: INTRODUCTION Statement of the problem ● The importance and dominance of English ● The reformation of English educational programs ● Language learning strategies have emerged not only as integral components of various theoretical models of language proficiency (Ellis, 1985; Bachman & Palmer, 1996) but also as a means of achieving learners' autonomy in the process of language learning ● High-school students have not determined language learning strategies yet although all of them want to study English well 03 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 1: INTRODUCTION Scope of the study The research focused on students’ language learning strategies to improve their speaking skills and factors affecting students’ use of language learning strategies Aims of the study (1) students’ language- learning strategies to develop speaking skills, (2) the effects of motivation on LLS choices, and (3) the differences among the 10th, 11th, and 12th graders’ use of language- learning strategies to work out efficient and effective ones Significantly, the study aimed to help improve students’ speaking skills based on the differences among three grades 04 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 2: LITERATURE REVIEW 2.1.1.Overview of speaking 2.1.1.1 Definitions of speaking 2.1.1.2 The importance of speaking skills 2.1.1.3 Communicative competence 2.1.2 Language learning strategies 2.1.2.1 Definitions of LLS 2.1.2.2 Classifications of language learning strategies 2.1.3 The effects of Emily motivation on LLS choice 2.1.3.1 Factors Affecting the Choice of LLS 2.1.3.1 Motivation 2.2 Previous studies 2.2.1 Foreign studies 2.2.2 Local studies 05 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 1: INTRODUCTION 2.1.2 Language learning strategies Rubin (1975), one of the earliest researchers in this field, defined learning strategies as “the techniques or devices which a learner may use to acquire knowledge” (Rubin, 1975, p.43) Oxford (1990) also defines language-learning strategies as approaches or techniques that learners use to enhance their progress in developing L2 skills More specifically, the author also considers language learning strategies to be “steps taken by students to enhance their learning” (Oxford 1990, p.8) 06 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… LANGGUAGE LEARNING STRATEGIES Chapter 2: LITERATURE REVIEW Memory strategies DIRECT Cognitive strategies Compensation strategies Metacognitive strategies INDIRECT Figure 2.1 Diagram of the Strategy System (Oxford, 1990, pp 16-21) Affective strategies Social strategies AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… 07 Speaking skills Florez Vestibulum congue (1999), Vestibulum congue Harmer (2007) and classifications of LLS mentioned above, definition the and classification of Oxford Language learning Theoretical strategies basis Rubin (1981), O'Malley et Vestibulum congue Vestibulum congue Motivation al (Dornyei (1985), (2001) Oxford (1990) (1990) were chosen by the research author as a guideline for this research ue Ve sti b ng co ulu m l um co u tib ng ue s Ve Chapter 2: LITERATURE REVIEW Among the definitions 08 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 3: METHODOLOGY RESEARCH QUESTIONS The current study sought to answer the following questions 01 What language learning strategies students use to enhance their speaking skills? 02 What should be done to improve the effectiveness of language learning strategies for the students? 09 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 3: METHODOLOGY 01 02 03 Research methods ● Mixed methods Participants ● Questionnaire: 370 students ● Interviews: 15 teachers and 18 students ● Experimental teaching: classes/ school Instrumentations ● Questionnaires: 12 close-ended Qs ● Interviews: Qs for T and for Ss ● Class observation: classes ● Experimental teaching: classes/school, Page 10 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 3: METHODOLOGY Data collection and analysis ask for permission Clear explanation Questionnaires, interviews class observation, test results The calculation tool named Statistical Package for the Social Sciences 20 (SPSS 20) was applied to determine the reliability of the questionnaire and the class observation checklist (Cronbach’s Alpha) SPSS was also used to analyze and compare the results of pretest, midterm test, and posttest based on mean, mode, median, and Sig (Significance Level) 13 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 4: FINDINGS AND DISCUSSIONS 4.1.1 Findings from questionnaires about students’ English learning Table 4.1 Students' English learning Questions Options F P F P F P F P F P Q1: Years of learning English 18 4.9 118 31.9 162 43.8 36 9.7 36 9.7 Q2: Degrees of liking English 94 25.4 107 28.9 40 10.8 78 21.1 51 13.8 Q4: Frequency of being 113 30.5 96 25.9 107 28.9 33 8.9 21 5.7 129 34.9 119 32.2 56 15.1 35 9.5 31 8.4 instructed LLS Q5: Students’ need for an LLS training course Chapter 4: FINDINGS AND DISCUSSIONS 15 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 4: FINDINGS AND DISCUSSIONS 16 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 4: FINDINGS AND DISCUSSIONS 17 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 4: FINDINGS AND DISCUSSIONS 18 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 4: FINDINGS AND DISCUSSIONS 4.1.2 Findings from interviews The interview findings indicated that many students, especially the tenth graders (4 of 6), were not confident speaking English Most students did not have their LLS to improve their English speaking skills 4.1.2 Findings from classroom observations Through four months of observing practical classes, the authors noticed students’ behaviors and activities All classes often applied pair-work and group work (social strategies), practicing (cognitive strategies), and reviewing (memorization strategies) Students also used dictionaries to check the meanings of unfamiliar words but not for pronunciation or collocations They constantly attempted to remember single words; did not put them out in phrases or sentences Some of these classes utilized music; and games (affective strategies) However, no classes focused on students’ pronunciation, and even after students’ presentations, teachers did not correct their pronunciation errors 19 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS… Chapter 4: FINDINGS AND DISCUSSIONS 4.1.2 Findings from test results 20 AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS…