Abstract
This paper is a report on an investigation into the relationship between three variables and language learning strategy use by Thai and Vietnamese university students using Oxford’s 80 item Strategy Inventory for Language Learning (SILL). Two main objectives of this study are: 1) to determine three factors: how gender, motivation and experience in studying English affect the choices of language learning strategies; and 2) to compare the roles of these factors and the pattern of language learning strategy used by Thai and Vietnamese students. The analysis revealed that, amongst these three factors, motivation is the most significant factor affecting the choice of the strategies, followed by experience in studying English, and gender, respectively. Following the taxonomy of Oxford’s language learning strategies, the analysis also showed that low-ly-motivated and inexperienced Thai female students tend to use the six strategy categories less than their Vietnamese counterparts. This study’s findings would be beneficial to Thai and Vietnamese educational planners and methodology in general, and classroom teachers in particular, facilitating the better understanding of the roles of crucial variation in learning English exiting between male and female, motivation and experience in studying English.
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This paper is a report on an investigation into the relationship between three variables and language learning strategy use by Thai and Vietnamese university students using Oxford’s 80 item Strategy Inventory for Language Learning (SILL). Two main objectives of this study are: 1) to determine three factors: how gender, motivation and experience in studying English affect the choices of language learning strategies; and 2) to compare the roles of these factors and the pattern of language learning strategy used by Thai and Vietnamese students. The analysis revealed that, amongst these three factors, motivation is the most significant factor affecting the choice of the strategies, followed by experience in studying English, and gender, respectively. Following the taxonomy of Oxford’s language learning strategies, the analysis also showed that low-ly-motivated and inexperienced Thai female students tend to use the six strategy categories less than their Vietnamese counterparts. This study’s findings would be beneficial to Thai and Vietnamese educational planners and methodology in general, and classroom teachers in particular, facilitating the better understanding of the roles of crucial variation in learning English exiting between male and female, motivation and experience in studying English.
To download this article, click here
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