This study aimed to explore high school EFL teachers’ perceptions about teaching learning strategies to their EFL students.. In short, because of the importance of learning strategies, t
INTRODUCTION
Rationale
Many nations in Asia and Europe have recently increased their efforts to teach English as a second language (ESL) or as a foreign language (EFL) (ESL)
In recent years, second language education has shifted focus from ideal teaching strategies to the effectiveness of teachers and students in achieving their goals This change has led teachers to study the linguistic and interactional structures of educational events, while students are researched on their learning approaches both inside and outside the classroom Key areas of investigation include the methods and cognitive processes employed in second language acquisition A primary goal of this educational evolution is to enhance students' ability to learn effectively, necessitating that teachers equip them with the necessary information, skills, and strategies for success.
When teaching languages, educators often notice a disparity in student progress, with some advancing quickly while others lag behind, despite engaging lessons This variation in language acquisition can be attributed to factors such as individual ability, motivation, and commitment However, a crucial element influencing this difference is the students' understanding and application of effective learning strategies.
Mayer, 1986) As students begin to understand their learning processes and gain some control over those processes, they tend to take more responsibility for their learning
Chamot et al (1999) highlighted that the key differences between effective and ineffective learners lie in the variety and application of learning strategies Consequently, teaching tailored learning strategies is crucial for enhancing student performance It is essential for teachers to select strategies that align with specific activities, as not all strategies will resonate with every student The introduction of optional strategies by educators significantly influences students' competence in learning English Given the diversity in learning styles, students will thrive when they discover and utilize effective strategies that suit their individual needs.
This research investigates high school EFL teachers' perceptions regarding the teaching of learning strategies to EFL students, highlighting the significance of effective learning strategies in education.
Aim and Objectives of the Study
This study aims to explore high school EFL teachers’ perceptions about teaching learning strategies to their EFL students
To achieve this aim, the researcher has tried to fulfill the following objectives:
- to investigate high school EFL teachers’ perceptions about the necessity of teaching students how to learn English,
- to explore high school EFL teachers’ perceptions about the advantages in teaching students how to learn English, and
- to find out high school EFL teachers’ perceptions about the disadvantages in teaching students how to learn English.
Research Questions
To achieve the above aim and objectives, the researcher has collected data and analyzed it to answer the following questions:
1 What are high school EFL teachers’ perceptions about the necessity of teaching students how to learn English?
2 What are high school EFL teachers’ perceptions about the advantages of teaching students how to learn English?
3 What are high school EFL teachers’ perceptions about the disadvantages of teaching students how to learn English?
Scope of the Study
In this part, the research mentions the scope of the time, the setting and participants, the issues and the data
The study will take place during the academic year 2021–2022 at high schools in Gia Lai province, involving the participation of 40 English teachers.
This research focuses on the importance of teaching learning strategies to EFL students, highlighting key factors such as reasons, effects, advantages, and disadvantages The decision to concentrate on this specific issue stems from time and resource limitations, making it essential for teachers to gain a comprehensive understanding of the challenges they face in this area.
Data collection can be achieved through various methods, including questionnaires, narratives, interviews, and observation In this study, the researcher will utilize questionnaires and interviews to gather data, as these methods are both accessible and appropriate for the teachers involved This approach allows for the collection of both qualitative and quantitative data with high reliability.
Significance of the Study
This study hopefully can give some contribution as follows:
This research contributes to the understanding of teaching strategies for EFL students and provides valuable insights into teachers' perceptions of these strategies The findings and recommendations may serve as a foundation for future research in this area.
The research findings provide valuable insights into high school EFL teachers' perceptions of teaching learning strategies, enabling them to enhance their methodologies This understanding allows educators to better support their students in effectively learning English.
Organization of the Study
There are five chapters in this study
Chapter 1 – Introduction – presents the background information of the study; including the rationale of the study, the aim and objectives, research questions, scope of the study, the significance and organization of the study
Chapter 2 – Literature review – provides the literature review with the theoretical background of teaching learning strategies In addition, previous studies related to teaching learning strategies are also mentioned in this chapter
Chapter 3 – Research methods and Procedures – discusses the qualitative and quantitative methods employed in the study Secondly, it describes the participants of the study Thirdly, it introduces the research instruments, questionnaire and interview, used to collect data for the study Lastly, this chapter will come to an end with the procedure to conduct the study and the methods of data analysis
Chapter 4 – Findings and Discussion – analyzes, describes and illustrates the EFL teachers’ perceptions about teaching learning strategies to their EFL students The information collected from the questionnaire and the data of the semi-structured interviews will be analyzed in order to give more explanations for the findings of the study From these analyses, the results from the analysis will be discussed
Chapter 5 – Conclusion and Implications – summarizes the main points of the study and suggests some implications for the learners and teachers in teaching learning strategies as well as for further studies Some limitations are also presented in this chapter.
LITERATURE REVIEW
Language Learning Strategies
Language learning strategies play an essential role in teaching and learning English since they facilitate learners' enhancement, which is very useful for learners' competence
2.1.1 Definitions of language learning strategies
Language learning strategies (LLSs) are defined variably by different researchers, often described as "techniques," "tactics," or "skills," leading to overlapping and conflicting interpretations Weinstein and Mayer (1986) emphasize that LLSs encompass both visible behaviors and invisible thought processes, stating that they are "particular behaviors and thought processes used by learners to facilitate acquisition, storage, or retrieval of information" (p.315) Conversely, Oxford and Aphek (1989) focus on LLSs as observable "behaviors" or "actions." Nunan (1991, p.168) narrows the definition to "mental processes" that learners employ to acquire and utilize the target language, thus limiting the scope of LLSs to cognitive strategies.
Oxford (1998) states that LLSs are the purposeful mental methods adopted by the learners to approach of the target language Similarly, Takac
(2008) defines LLSs are learners' effortfulness to learn a second language He also collects some more definitions of the different scholars
Table 2.1 Definitions of language learning strategies -Takač (2008:51)
Tarone (1981) An effortfulness to develop linguistic and sociolinguistic competence in the target language
Behaviors and thoughts that a learner engages in during learning that are intended to influence the learner’s encoding process
Chamot (1987) Techniques, approaches or deliberate actions that students take in order to facilitate learning, recall of both linguistic and content information
According to Wenden (1987), the term encompasses the language behaviors that learners utilize to acquire and manage their second language (L2) learning It also includes learners' awareness of the strategies they employ, known as strategic knowledge, as well as their understanding of various aspects related to L2 learning.
Rubin (1987) What learners do to learn and do to regulate their learning
Ellis (1995) Generally, a strategy is a mental or behavioral activity related to some specific stage in the process of language acquisition or language use
Ridley (1997) Broadly speaking, the term strategy denotes procedures which are sometimes conscious and sometimes unconscious used by a person as a way of reaching a goal
Oxford (1998) Behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable
Cohen (1998) describes processes that learners consciously choose to enhance their learning or use of a second language (L2) These processes involve the storage, recall, and application of information related to the language.
Purpura (1999) Conscious or unconscious techniques or activities that an individual invokes in language learning, use or testing
Researchers generally concur that language learning strategies (LLSs) are techniques used by learners to acquire knowledge of a target language While they offer various definitions of LLSs, these concepts remain somewhat general, vague, and unclear Despite differing perspectives, there is a consensus among scholars, including Liang, regarding the fundamental nature of LLSs.
Language Learning Strategies (LLSs) can be categorized as either behavioral, which are observable, or mental, which are not directly visible These strategies encompass a wide range of methods and specific techniques aimed at facilitating the acquisition of a foreign language (FL).
2.1.2 Features of language learning strategies
The most effective way to define language learning strategies (LLSs) is by identifying their key characteristics According to Oxford (1990), a comprehensive list of features that define LLSs is provided, highlighting their essential role in language acquisition.
Table 2.2 Features of language learning strategies - Oxford (1990:9)
Features of language learning strategies
1 Contribute to the main goal, communicative competence
2 Allow learners to be more self-directed
3 Expand the role of the teacher
5 Are specific action taken by learner
6 Involve many aspects of the learner, not just the cognitive
7 Support learning both directly and indirectly
11 Are influenced by a variety of factors
2.1.3 Classifications of language learning strategies
As specified in the above definitions, LLSs are divided into different categories by various researchers such as Weinstein and Mayer (1986), Oxford and Aphek (1989), Nunan (1991)
The classification of LLSs is logically developed through time The early categorization which attempted to recognize and define the behavior of
Language learning strategies (LLSs) can be categorized into four distinct types based on the language learning process The first type is formal language practice, which focuses on understanding grammatical and syntactical elements, often referred to as "the language code." The second type is functional practice, emphasizing the use of language for authentic communication purposes The third type involves monitoring, which entails examining and modifying linguistic output for accuracy Lastly, inferencing is used to guess the meaning or form of previously unknown elements in a second language (Bialystok 1978, p 78-80).
Wong-Fillmore (1979) categorizes language learning strategies (LLSs) into "cognitive" and "social" types, emphasizing the individual's role in the learning process Similarly, Rubin (1981) classifies LLSs based on learners' actions, distinguishing between "indirect" and other strategies.
The initial classification of language learning strategies (LLSs) by Bialystok (1978), Wong-Fillmore (1979), and Rubin (1981) aimed to present a comprehensive overview of the strategies utilized by learners In contrast, the subsequent categorization by O’Malley et al (1985) focused on a more detailed analysis of these strategies.
“learners’ mental process,” divides LLSs into cognitive, metacognitive and socio-affective strategies
According to Oxford (1992), language learning strategies (LLSs) can be classified into five distinct categories The first category encompasses behaviors exhibited by successful language learners The second category focuses on psychological functions, including cognitive, metacognitive, and affective aspects The third category pertains to specific language aspects, such as monitoring The fourth category is centered on language skills or knowledge, including oral production and vocabulary acquisition Finally, the fifth category addresses various learning types or styles.
According to Oxford (1990), direct learning strategies are classified into three categories: memory, cognitive, and compensation strategies In contrast, indirect learning strategies are divided into metacognitive, affective, and social strategies, as illustrated in the accompanying table.
Table 2.3 Language Learning Strategy System (Oxford 1990:17)
Type Primary Strategies Secondary Strategies
D Creating structure for input and output
B Overcoming limitations in speaking and writing
B Arranging and planning your learning
According to Oxford (1990:37), direct learning strategies are defined as language learning strategies that engage directly with the target language The table above illustrates that Memory strategies, Cognitive strategies, and Compensation strategies fall under the category of direct learning strategies as outlined by Oxford.
Memory strategies like grouping and imagery play a crucial role in aiding students to effectively store and retrieve new information Meanwhile, cognitive strategies such as summarizing and deductive reasoning empower learners to comprehend and generate new language through various methods.
Compensation strategies, such as guessing and employing synonyms, enable learners to communicate effectively despite significant knowledge gaps One key memory strategy includes the creation of mental linkages to enhance language retention and understanding.
There are three useful strategies for receiving, remembering, and retrieving new knowledge associating/collaborating, grouping, and placing new vocabularies into a context to make mental linkages b Applying images and sounds
To effectively retain new expressions acquired through listening or reading, students can employ four key strategies: utilizing imagery, creating semantic maps, leveraging keywords, and associating sounds with memories Additionally, thorough review is essential for reinforcing these concepts.
Previous research related to the study and Gaps in the existing research
Recent research has extensively explored learning strategies, with various studies conducted in diverse contexts and focusing on different aspects This article reviews current literature on teaching learning strategies to identify existing research gaps To inform the research methodology and methods, the researcher examined previous empirical studies related to the topic at hand.
An experimental study by Rubin, Quinn, and Enos (1988) revealed that strategy training positively impacts listening comprehension among high school Spanish students, particularly with challenging material A key finding emphasized the necessity for teachers to invest time in mastering teaching strategies, paralleling the time students require to grasp and implement these strategies Additionally, the study advocated for teacher involvement in the development of learning strategy lessons.
A multicase study by Émilie Tremblay-Wragg, Carole Raby, Louise Ménard, and Isabelle Plante investigates the impact of diversified teaching strategies on student motivation in university courses The research involved classroom observations and interviews with four teachers employing various strategies, alongside motivation assessments of 195 students at the semester's start and end Findings indicate that teachers utilized between six and nine different strategies, leading to increased motivation in two student groups, while others experienced no change or a decline Additionally, contextual factors influenced the effectiveness of these strategies on student motivation The study underscores the necessity of diversifying teaching methods in higher education and considering their contextual application to enhance student learning motivation.
Effective learning strategies are crucial for successfully acquiring foreign vocabulary A 2011 case study by Heng examined five Cambodian teachers and five high school students through semi-structured interviews to identify the most effective vocabulary learning strategies The findings revealed a variety of effective strategies employed by both teachers and students, along with common challenges encountered by Cambodian EFL educators and learners.
Jafari (2013) investigated the vocabulary learning strategies used by Iranian EFL students across three proficiency levels: beginner, intermediate, and advanced A questionnaire was administered to 110 randomly selected students, revealing that there were no significant differences in the use of learning strategies among the different competence levels.
Recent investigations highlight the growing focus on teaching learning strategies among teachers and EFL learners in Vietnam, particularly in high schools Bui (2019) explored the relationship between gender, field of study, and English learning strategies among 67 high school students, comprising 35 English majors and 32 non-English majors at a gifted school in Hai Phong The findings indicated that both groups employed learning strategies, but English majors utilized them more frequently than their non-English counterparts Additionally, the study found minimal variation in the learning strategies used by different genders.
In a study conducted by Luong (2014) on Vietnamese EFL learners, the vocabulary learning strategies of tenth-grade students in a rural Hanoi high school were examined The research involved seven teachers and 140 students from a public school Findings revealed that both educators and students recognize the significance of vocabulary instruction in foreign language classes and utilize diverse teaching and learning strategies However, certain strategies, such as inferring meaning from context, were highlighted as particularly effective.
An English-Vietnamese dictionary, class note-taking, and the vocabulary section of textbooks are commonly utilized tools for language learning Students majoring in language studies may rely on additional resources compared to their non-major counterparts To enhance the effectiveness of vocabulary teaching and learning, it is essential to implement strategic approaches in the classroom.
Various studies have explored different aspects of learning strategies, but they were primarily conducted in specific regions and focused on students rather than teachers.
Many researchers have explored learning strategies, yet there is a noticeable lack of focus on teaching these strategies to EFL students Additionally, limited research has examined the impact of teachers' perceptions on the instruction of learning strategies for EFL learners This highlights a significant gap in the existing literature on this topic.
Summary
In summary, this chapter explores the concepts of learning strategies and perception, offering a concise framework for understanding these strategies It concludes with a review of prior research and identifies gaps in the existing literature.
RESEARCH METHODOLOGY
Research Method
This study employs a mixed methods approach, integrating both quantitative and qualitative research to address the research questions Quantitative data was collected through a survey questionnaire, while qualitative insights were obtained from interviews featuring open-ended questions The focus is on exploring high school EFL teachers' perceptions regarding the teaching of learning strategies to EFL students.
Participants
A total of 40 high school teachers from Gia Lai province voluntarily took part in the study, responding to the questionnaire independently without any external influence Table 3.1 summarizes the background characteristics of the participants, drawing on the research conducted by Valizadeh.
2021), but it was adjusted some characteristics to meet the demand of the study
Table 3.1 Participants’ background characteristics (Valizadeh, 2021)
The study involved 40 teachers aged between 26 and over 40 years, with a predominant female representation of 35 teachers compared to 5 male teachers All participants are employed in high schools, with 32 holding a Bachelor’s degree and 8 possessing a Master’s degree Notably, only 1 teacher has less than 5 years of experience, representing 2.5% of the group, while the majority, 28 teachers or 62.5%, have over 16 years of experience in the education sector.
Instruments
This section outlines the data collection instruments utilized in the study, which adopted a mixed-method research design combining qualitative and quantitative approaches to address the three research questions.
The questionnaire was used because “questionnaire is regarded to be one of the easiest methods to manage, even with large numbers of subjects”
Data was gathered through a close-ended questionnaire complemented by three open-ended questions The questionnaire included adapted items developed by Valizadeh (2021) to ensure its suitability for the survey.
The survey consisted of two sections: the first gathered demographic information on participants' gender, age group, highest degree, and language teaching experience, while the second assessed high school EFL teachers' perceptions of teaching strategies for EFL students using a 4-point Likert scale Participants were required to complete the questionnaire by selecting appropriate options, and to ensure clarity, the survey was translated into Vietnamese to avoid any misunderstandings.
This study aims to gather background information from informants and explore high school EFL teachers' perceptions regarding the necessity, benefits, and challenges of teaching learning strategies to EFL students Quantitative data were collected through close-ended questions using a Likert-scale format, where participants rated their agreement with various statements about their teaching perceptions on a four-point scale, ranging from (1) strongly disagree.
The study utilized a questionnaire featuring a Likert scale ranging from "strongly disagree" to "strongly agree" to assess teachers' perceptions Additionally, qualitative data were gathered through an open-ended question, allowing for an exploration of the necessity, benefits, and challenges associated with these terms.
The interview serves as a vital tool for gathering insights into high school EFL teachers' perceptions of teaching and learning strategies According to Richards (2003), interviews are essential for qualitative research, offering the flexibility needed to explore topics in depth Alongside the quantitative data collected from questionnaires, these interviews provide rich qualitative information, enhancing the overall understanding of teachers' perspectives.
Interviews serve as a credible method to validate data obtained from questionnaires (Mackey & Gass, 2005) Following the questionnaire phase, interviews focus on a selection of representative research subjects By utilizing open-ended questions, researchers enable interviewees to elaborate on their thoughts, thereby reinforcing questionnaire findings and gathering more reliable information This approach encourages respondents to share their perspectives and interests, allowing researchers to gain deeper insights into issues that may not be captured through questionnaires.
Three high school EFL teachers participated in semi-structured interviews following a questionnaire, with their responses documented in writing The teachers have varying levels of experience, with one having taught for five years, another for 15 years, and the third for 18 years.
Three teachers were invited for interviews, each lasting 15 minutes During these interviews, they answered seven open-ended questions regarding their perceptions of teaching learning strategies to EFL students in high schools The interview questions were translated, similar to the survey questionnaire.
Vietnamese in order to prevent misunderstanding from the part of the participants.
Data Collection
A questionnaire was distributed to 40 high school EFL teachers at 9 high schools in Gia Lai province
The current research utilized an instrument adapted from previous studies (Valizadeh, 2021) with minor modifications to align with its specific educational context To ensure clarity and authenticity in responses, the survey items and questions were translated into Vietnamese, the respondents' first language Additionally, the questionnaires were transformed into online formats using Google Forms.
A pilot study involving three high school teachers was carried out to validate the questionnaire items and identify any ambiguous survey questions Participants completed the online questionnaire and provided feedback on the wording, clarity, and comprehensibility of the items.
In a formal study, online questionnaires, along with instructions and a consent form, were distributed to high school teachers in Gia Lai province via Zalo Participation was voluntary, and teachers were informed that completing the questionnaire indicated their consent They responded anonymously by selecting from options ranging from "strongly disagree" to "strongly agree," taking approximately 15 to 20 minutes to complete the form All 40 teachers participated and submitted their responses The quantitative data was analyzed using minimum, maximum, mean, standard deviation, frequency, and percentages, with the data collection procedure illustrated in Figure 3.1.
Figure 3.1 Quantitative data collection procedure
The researcher conducted semi-structured interviews with three purposefully selected participants, ensuring diversity in age, gender, and teaching experience The interview questions, aligned with the research objectives, consisted of seven open-ended queries designed to explore high school EFL teachers' perceptions of teaching learning strategies Each interview was conducted face-to-face, with questions translated into Vietnamese to enhance participant comfort The sessions were tape-recorded and transcribed for analysis, while participants were assigned codes (T1, T2, T3) to maintain confidentiality.
Quantitative data (Questionnaires) Quantitative analysis
The study's purpose was clearly communicated to participants, ensuring their identities remained confidential They were informed that the collected data would solely be used for research purposes and that they would not receive any benefits from their participation Additionally, participants were made aware that they could withdraw from the study at any time without needing prior permission.
The following Figure 3.2 illustrated the qualitative procedure of data collection
Figure 3.2 Qualitative data collection procedure
Data Analysis
The study utilized quantitative analysis to derive statistical results from the questionnaire data, employing the Statistical Package for the Social Sciences (SPSS) version 26 for this purpose This software facilitated the measurement of means and frequencies for each analyzed variable Descriptive statistics were applied to explore perceptions based on the mean scores of each construct and item, with mean values interpreted according to the framework established by Srakang and Jansem (1998).
Qualitative data (Transcript) Qualitative analysis
The qualitative analysis involved a content analysis of open-ended interview responses to explore high school EFL teachers' perceptions regarding the teaching of learning strategies to their EFL students.
Summary
This chapter outlines the study's methodology, focusing on a mixed-method approach It details the participants involved and the instruments used for data collection Additionally, it describes the procedures for administering questionnaires and conducting interviews, along with a brief overview of the data analysis process.
FINDINGS AND DISCUSSION
Scale reliability Analysis
In chapter 3, the researcher employed a survey questionnaire and semi-structured interviews to gather data for the study The reliability of the questionnaire was assessed using the Statistical Package for Social Science (IBM SPSS; Version 26), which facilitated the execution of Scale Tests The results of these Scale Tests are presented in Table 4.1.1 below.
Table 4.1 Reliability Statistics of the questionnaire
It can be seen from Table 4.1.1 that the reliability of the questionnaire was acceptable (α=0.982) Accordingly, this questionnaire was reliable enough to be used as instruments in this research.
High School EFL Teachers’ Perceptions in terms of the necessity of
The researcher analyzed the responses from both the questionnaire and interviews, presenting the quantitative data from the questionnaire in the Appendix, while also conducting a qualitative analysis of both the interview and questionnaire results.
This section addresses the research question regarding high school EFL teachers' perceptions of the necessity of teaching English learning strategies Data was collected through a questionnaire featuring three items, utilizing a four-point Likert scale from "totally disagree" to "totally agree." A higher mean score indicates greater agreement among participants regarding the importance of teaching these strategies.
The table below shows the teachers’ views about the necessity of teaching students how to learn English
Table 4.2 EFL teachers’ perceptions about the necessity of teaching learning strategies
The necessity N Min Max Mean SD
1 Teachers should teach English learning strategies to their students 40 1 4 3.22 698
The study involved 40 teachers (N=40), as indicated in Table 4.2, where descriptive statistics revealed a minimum value of 1 and a maximum value of 4 for item 1, reflecting a range of opinions on the statement "Teachers should teach English learning strategies to their students." The high mean score of 3.22 suggests that most participants agreed with this statement, indicating a strong level of agreement among respondents The accompanying tables provide further statistical details.
Table 4.3 EFL teachers’ perceptions about the necessity of teaching learning strategies
Frequency Percent Valid Percent Cumulative Percent
The table reveals that a significant majority of teachers, 95%, believe it is essential to teach English learning strategies to students, while only 5% disagree This indicates a strong consensus among educators on the importance of incorporating learning strategies into English language instruction.
To approve the above viewpoint, in the teachers’ answer to question 1
All three teacher participants agreed on the importance of teaching English learning strategies to their students, highlighting the significant benefits these strategies offer One teacher noted that they "facilitate teaching and motivate our students to learn English," while another emphasized their efficiency as a valuable source of enrichment material.
Incorporating learning strategies in my EFL classes enhances the educational experience for both my students and me These strategies provide a unique and effective approach to language acquisition, making lessons more engaging and dynamic Additionally, they serve as valuable supplementary teaching methods However, it is crucial for teachers to carefully select appropriate learning strategies that align with their students' needs.
Table 4.4 EFL teachers’ perceptions about the importance of teaching learning strategies
The necessity N Min Max Mean SD
2 The teaching of English learning strategies to the students 40 1 2 1.50 506
In a study involving 40 teachers, the results indicated a strong consensus on the importance of teaching English learning strategies The minimum value for item 2 was 1, reflecting that half of the teachers strongly agreed with the statement, while the maximum value of 2 confirmed a high level of agreement The average score for this item was 1.50, demonstrating that all teachers recognized the significance of teaching learning strategies Despite varying levels of agreement among EFL teachers, the overall findings highlight a strong endorsement of the importance of these strategies in student learning Key data on this topic is presented in the following table.
Table 4.5 EFL teachers’ perceptions about the importance of teaching learning strategies
Frequency Percent Valid Percent Cumulative Percent
Table 4.5 highlights the significance of teaching learning strategies across various levels Notably, 50% of the teachers surveyed emphasized that it is very important to instruct EFL students in these strategies, while the other 50% acknowledged their importance as well.
Data from interviews corroborated quantitative findings, revealing that all three respondents recognized the significance of teaching learning strategies T1 emphasized that these strategies "bring better benefits and outcomes to students’ English learning," while T3 noted their importance in making learning activities easier T2 highlighted that the more teachers incorporate learning strategies, the more effective students' learning becomes, asserting that "teaching learning strategies is effective in general, but is more effective for students’ way of learning than others."
The analysis revealed a strong consensus among participants regarding item 2 Consequently, the researcher concludes that the findings are favorable, demonstrating that EFL teachers recognize the significance of teaching learning strategies to their students.
Another interesting point is that the reasons for teaching learning strategies of high school EFL teachers varied This can be clarified in table 4.6 below
Table 4.6 Reasons for teaching learning strategies to EFL students
Frequency Percent Valid Percent Cumulative
Percent a Teaching English learning strategies brings better benefits and outcomes to students’
36 35.0 35.0 35.0 b I have enough skills and knowledge to teach students how to learn English
23 22.3 22.3 57.3 c My students like to know and use English learning strategies
17 16.5 16.5 73.8 d My colleagues teach learning strategies to their students, so I have to teach learning strategies to my students
6 5.8 5.8 79.6 e Schools require teachers to teach learning strategies to their students
4 3.9 3.9 83.5 f When I was at school, I was taught learning strategies and leaning strategies helped me to learn better
According to Table 4.6, 35% of respondents indicated that they employ learning strategies in their teaching due to the enhanced benefits and outcomes for students' English learning Furthermore, 22.3% of teachers felt confident in their skills and knowledge to instruct students on effective English learning methods Additionally, 16.5% of teachers noted that students are interested in learning and utilizing English learning strategies, which motivates them to incorporate these strategies into their EFL instruction.
Teachers' personal experiences significantly influence their approach to teaching learning strategies, with 15.5% citing their own positive experiences in school as a motivating factor Additionally, 5.8% of educators indicated that peer influence played a role, as they felt compelled to teach learning strategies to their students in alignment with their colleagues' practices.
Schools have a minimal requirement for teachers to instruct students on learning strategies, indicating that school administrators have limited influence in this area Only one teacher provided additional insights, emphasizing the importance of teaching these strategies.
English learning strategies to my students because it supports my teaching and helps my students to be more confident and active in learning.”
The survey findings were corroborated by the responses of high school EFL teachers during interviews All three teachers emphasized that teaching learning strategies enhances student learning efficiency and fosters self-study skills Additionally, one teacher noted that these strategies facilitate teaching by introducing new methods, while another teacher supported this view, highlighting the overall benefits of incorporating learning strategies into their instruction.
“beneficial” and it “adds something valuable or assists my teaching process”
In summary, based on the quantitative and qualitative data collected from the first three questions in the questionnaire and the answers of question
In interviews, teachers unanimously emphasized the importance of instructing students in effective learning strategies for mastering English They recognized that these strategies are crucial to the teaching process Furthermore, most participants articulated compelling reasons for the necessity of equipping students with the skills to learn English effectively.
High School EFL Teachers’ Perceptions in terms of the benefits of
This section addresses the second research question regarding high school EFL teachers' perceptions of the benefits of teaching students how to learn English To gather insights, the researchers developed 20 items aimed at capturing these perceptions A summary of the descriptive statistics reflecting the teachers' views on the benefits is presented in Table 4.7.
Table 4.7 EFL teachers’ perceptions about the benefits of teaching learning strategies
The benefits of teaching students how to learn English N Min Max Mean SD
1 The teaching of English learning strategies improves student learning efficiency
2 The teaching of English learning strategies makes students more interested in learning
3 The teaching of English learning strategies makes students more active in learning
4 The teaching of English learning strategies makes English teaching activities more interesting and engaging
5 The teaching of English learning strategies helps to diversify teaching and learning activities (e.g teaching and learning takes place in the classroom, at home or anywhere, anytime; students can learn with the teacher, with friends or self-study; can teach and learn a variety of skills; can personalize learning, etc.)
6 Teaching English learning strategies is just as important as using textbooks for students.)
The benefits of teaching students how to learn English N Min Max Mean SD
7 Teaching English learning strategies creates additional opportunities for students to communicate with their teachers and classmates
8 Teaching English learning strategies makes learning activities easier to do
9 Teaching English learning strategies caused me to learn harder to have more learning strategies to teach my students
10 Teaching English learning strategies makes it easier for teachers to present and convey lesson content
11 The teaching of English learning strategies supports student-centered teaching methods
12 The teaching of English learning strategies can improve students' understanding of how to learn English
13 The teaching of English learning strategies supports students' self-study skills
14 The teaching of English learning strategies enhances students' confidence in learning English
15 The teaching of English learning strategies makes English learning easier
16 The teaching of English learning strategies makes English learning faster
17 The teaching of English learning strategies makes English learning more enjoyable
18 The teaching of English learning strategies makes English learning more self- directed
19 The teaching of learning strategies makes
20 The teaching of English learning strategies makes English learning easier to transition to newer situations
Table 4.7 reveals that teachers perceive the benefits of teaching learning strategies with mean scores ranging from 2.97 to 3.20 Notably, items 1 and 5 received the highest agreement, scoring 3.20 and 3.12, respectively, while items 9 and 19 both scored 3.13 Items 2, 14, and 18, which emphasize increased student interest, confidence, and self-direction in learning English, showed equal agreement among respondents Five additional items, including item 4, which highlights the engaging nature of English teaching activities, and item 11, focusing on student-centered methods, received a mean score of 3.08 Items 3, 7, and 17, related to student activity and enjoyment in learning, averaged 3.05, while items 6, 8, and 15 had a mean of 3.02, indicating general agreement on the benefits of teaching learning strategies in enhancing English learning experiences.
The teachers demonstrated strong agreement with the effectiveness of teaching learning strategies, as indicated by an average score of 2.97 for item 10 Additionally, item 16 received a score of 3.00, reflecting the consensus among educators that these strategies significantly accelerate English learning Overall, the majority of items scored above the threshold, highlighting the perceived usefulness of teaching learning strategies.
The teachers (T1, T3) emphasized the advantages of instructing both students and educators in English learning strategies during the interview, reinforcing the significance of this finding.
In terms of teaching learning strategies’ benefits in students' learning, the responses were:
Teaching learning strategies enhances student engagement and makes English activities more interesting, as emphasized by T1 She noted that these strategies positively motivate students, leading to improved language skills and better academic achievement.
Additionally, this finding was reconfirmed by what the teachers shared in the interview as follows
Teaching English learning strategies enhances communication opportunities between students and their teachers and classmates This approach allows students to recognize their learning progress while simultaneously developing social skills The social interactions that occur during the learning process can serve as intrinsic and extrinsic motivation for students.
This remarkable tool serves as an engaging and motivating device for teaching the English language, significantly enhancing students' overall learning Its effectiveness is evident in the improvement of students' academic achievements.
Teachers provided diverse responses, likely due to the numerous benefits associated with teaching English, such as increased student engagement, motivation, and achievement Overall, there is a consensus among teachers that instructing students in English learning offers significant advantages.
In terms of teaching learning strategies’ benefits in teachers' teaching, following were the answers and the comments
Teaching learning strategies is essential as it significantly supports teachers in their instructional practices T1 emphasized that the primary reason for incorporating these strategies in her classroom is to enhance teacher effectiveness Similarly, T2 noted that educators greatly benefit from teaching these strategies, as they contribute to the development of their teaching practices.
Implementing learning strategies offers numerous advantages for teachers, as it simplifies the presentation and communication of lesson content Additionally, teaching English learning strategies enhances the diversity of educational activities, allowing learning to occur in various settings—whether in the classroom, at home, or elsewhere Students can engage in collaborative learning with peers, receive guidance from teachers, or pursue self-study, enabling them to develop a range of skills and personalize their learning experiences.
The teachers’ replies were varied but benefits may be related to teachers’ activities that teachers use to teach students
The results from the questionnaires and interviews revealed that high school EFL teachers have a positive perception of the significant benefits associated with teaching learning strategies in the educational process.
4.4 High School EFL Teachers’ Perceptions about difficulties in teaching learning strategies
Despite the positive effects on education, teachers face challenges in instructing EFL students on effective learning strategies To address the research question regarding high school EFL teachers' perceptions of these difficulties, a survey was conducted, including two specific items aimed at uncovering the teachers' views on the obstacles they encounter when teaching English learning strategies.
Table 4.8 presents statistics of item 1 about the EFL teachers’ perceptions about difficulties in learning strategy instruction
Table 4.8 EFL teachers’ perceptions about the difficulties of teaching learning strategies
The difficulties Frequency Percent Valid Percent Cumulative
Percent a I don't know many English strategies to teach my students 17 14.4 14.4 14.4 b I don't have enough time to integrate teaching learning strategies to students in school instruction
28 23.7 23.7 38.1 c My school does not fully and timely support teachers in teaching learning strategies to students
5 4.2 4.2 42.4 d I have not been trained to teach learning strategies to students
19 16.1 16.1 58.5 e Most parents are not aware of the need for teachers to teach learning strategies to students
12 10.2 10.2 68.6 f Most students are not aware of the importance of learning and using learning strategies
22 18.6 18.6 87.3 g Most teachers are not aware of the need of teaching learning strategies to students
5 4.2 4.2 91.5 h Teaching learning strategies to students is not mandatory for teachers at my school
A significant 23.7% of participants indicated a lack of time to implement teaching learning strategies in schools, highlighting this as a primary challenge Additionally, 18.6% of high school EFL teachers noted that many students are unaware of the importance of learning and utilizing these strategies, further contributing to the difficulties faced Furthermore, 4.2% of respondents expressed concerns that their schools do not adequately support teachers in teaching these strategies, and that many educators are not aware of the necessity to teach them One teacher pointed out that the varied ability levels within a class lead to some students finding learning strategies unhelpful.
In response to the open-ended question about motivating teachers to teach English learning strategies, T1 expressed that limited time is a significant challenge T1 stated, "I do not have enough time to teach learning strategies in my teaching The content of each lesson often takes quite a lot of time, so teachers may not have more time for teaching learning strategies."
Summary
This chapter presents the analysis and discussion of data from questionnaires and interviews regarding high school EFL teachers' perceptions of teaching learning strategies to EFL students The results reveal that most respondents view teaching learning strategies as essential and beneficial for EFL learners However, the findings also highlight challenges faced by EFL teachers in imparting these strategies The subsequent chapter will outline the conclusions, limitations, implications, and recommendations for future research.