VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE AN INVESTIGATION INTO ENGLISH MAJORS'''' STRATEGIES FOR LEARNING RE[.]
INTRODUCTION
Background to the study
Undergraduate research has been recognized as the "pedagogy for the 21st century" since 2005, promoting the concept of "students as researchers" globally This approach fosters independence, intrinsic motivation, and active participation in the research writing process Healy and Jenkins (2012) advocate for integrating research and inquiry into the curriculum, allowing students to learn about and engage in research as part of their education In Vietnam, recent educational reforms have emphasized research in higher education, as highlighted by the Education Law 2019, which aims to train individuals in scientific and technological research to support socio-economic development Consequently, many Vietnamese universities are developing research writing courses for undergraduates.
Research paper writing (RPW) is a crucial skill for undergraduates, as it remains essential in various research fields despite the evolution of communication methods According to Blaxter, Hughes, and Tight (2010), the ability to effectively write research papers is of paramount importance in academia.
(2010), research without writing is of little purpose Prominent authors such as Creswell (2012) agreed on this point and emphasized that “researchers cannot
Research writing (RPW) is a crucial element of academic work, extending beyond merely jotting down ideas (Creswell, 2012) It involves organizing thoughts into suitable formats, using appropriate language, and effectively communicating with targeted audiences Writing is a decision-making process that includes goal-setting and strategy selection (Hyland, 2002) The complexity of RPW is heightened when writing in a second language (L2), which can be particularly challenging for students (Homstad & Thorson, 1996) For instance, Vietnamese English majors often face difficulties in generating ideas, crafting introductions, and feeling inferior to existing literature (Evans, 2019) Therefore, it is essential to investigate methods for enhancing undergraduates' L2 research writing skills.
Students play a crucial role in their own educational success, as their actions significantly influence their learning outcomes Research has sought to uncover the factors that contribute to effective learning, highlighting the importance of investigating various learning strategies As noted by Oxford (1990), understanding these strategies is essential for enhancing student achievement.
Effective language learning strategies are crucial as they promote active and self-directed engagement, which is vital for achieving communicative competence Utilizing suitable strategies enhances proficiency and boosts self-confidence in learners.
Improving students' learning, particularly in English majors' L2 RPW skills, requires a clear understanding of their current practices and the language learning strategies (LLSs) they employ As Hunt (1995) suggests, without this insight, it is challenging to prescribe effective methods for teachers or to assist students in enhancing their own learning Therefore, knowledge of LLSs is essential for any meaningful advancement in teaching and learning outcomes.
Research into undergraduates' language learning strategies (LLSs) is essential for enhancing the teaching and learning of language skills Numerous studies have shown a positive correlation between the use of LLSs and students' proficiency in the target language, indicating that effective strategies can significantly impact language achievement.
Research has shown that the use of Learning Strategies (LLSs) significantly predicts students' proficiency in English writing (Ruminingsih, 2007; Mistar, Zuhairi, & Parlindungan, 2014; Mohite, 2014; Nurdianingsih, 2018) In the context of tertiary education in Vietnam, various studies have explored the types, frequency, and patterns of LLSs among Vietnamese undergraduates and their impact on English proficiency (Nguyen T B., 2013; Nguyen).
V T., 2016; Bui & Vu, 2018) Nevertheless, while the studies are recent, they hardly involve English majors’ LLSs used in L2 RPW Taking this into consideration, the researcher has decided to investigate the use of LLSs to learn L2 RPW skill.
Aims of the study
Vietnamese undergraduates face significant challenges in writing research papers in English To enhance research writing skills for English majors in Vietnam, it is essential to first examine students' learning strategies However, there is a lack of studies focusing on the learning strategies used for second language research paper writing (L2 RPW) This study aims to investigate the application of learning strategies for L2 RPW at Saigon University (SGU), a public institution under the management of the People's Committee of Ho Chi Minh City and the Ministry of Education and Training As a former SGU student, the researcher notes that English majors are required to take a "Research Writing" module, which is a crucial part of their curriculum.
This study investigates the learning strategies (LLSs) employed by English majors at Saigon University to enhance their second language (L2) reading and writing (RPW) skills While previous research has focused on the correlation between LLSs and student achievement, it is crucial to identify the patterns of LLS usage before students apply these strategies to specific writing skills This approach allows for timely interventions to improve learning outcomes The research aims to explore the common LLS usage patterns among distinct groups of English majors, categorized by their past performance in writing modules The study addresses key research questions related to these objectives.
1 What language learning strategies for L2 research paper writing skill are used by English majors at Saigon University??
2 How do English majors with different results in previous Writing courses apply the language learning strategies for L2 research paper writing skill at Saigon University?
Significance of the study
This research is crucial for enhancing researchers' L2 RPW skills and aims to enrich the current literature on the teaching and learning of L2 RPW.
This research aims to provide concrete evidence of the use of Learning Strategies (LLSs) by English majors in developing their second language (L2) Reading and Writing (RPW) skills at a university in Vietnam The findings are expected to assist English majors in assessing and enhancing their LLSs for improved L2 RPW proficiency Additionally, the results will support educators in creating effective teaching modules and strategies that enhance students' LLSs, ultimately leading to better L2 RPW skills.
Scope of the research
The present paper aims at exploring the use of LLSs of English majors at Saigon University The study focuses on the LLSs English majors at Saigon
The present study focuses exclusively on the L2 RPW skill, without addressing the research methodology or conducting processes.
A study involving 130 English majors enrolled in the Research Writing module at Saigon University investigates the variations in language learning strategies (LLSs) employed by students with differing outcomes in their prior writing courses.
Organization of the thesis chapters
The present paper consists of five chapters, namely, (1) Introduction, (2) Literature review, (3) Methodology, (4) Findings and Discussion and (5) Conclusion
The Introduction chapter outlines the background and rationale for the research, clearly stating the aims and research questions, as well as detailing the scope and significance of the study.
The second chapter, titled "Literature Review," provides an overview of L2 RPW skills and LLSs based on previous research This chapter establishes the theoretical framework essential for developing research instruments and interpreting the findings.
The Methodology chapter outlines the research process by providing detailed descriptions of the research context, participants, data collection instruments, procedures, and data analysis methods It also discusses the development of research instruments and the systematic approach to data collection and analysis.
In the Findings and Discussion chapter, we will analyze and present both statistical and non-statistical data collected during the research This section will offer a comprehensive discussion of the findings, providing concise answers to the research questions.
The conclusion of the paper summarizes key findings and offers pedagogical recommendations while acknowledging the research's limitations It also outlines suggestions for future research to address these shortcomings.
LITERATURE REVIEW
Target language research paper writing skill
Writing is one of the four essential language skills and is often considered the most difficult to master (Richards & Renandya, 2002) Numerous definitions of writing have been proposed by leading authors in the field.
& Arndt, 1991; Brown, 2001; Richards & Schmidt, 2002; Nunan, 2003)
Writing is a cognitive process that requires significant intellectual effort, as defined by White and Arndt (1991) It encompasses the generation of ideas, planning, goal setting, monitoring, and evaluating both the content to be written and what has already been produced, while effectively using language to convey precise meanings.
Brown (2001) emphasized that writing is a recursive process, allowing for unlimited planning and revisions before publication This aligns with Hornby’s (1995) definition of skill as the ability to perform tasks effectively Therefore, writing skill encompasses the capacity to generate and articulate ideas using appropriate linguistic conventions, ultimately resulting in a polished writing product In the context of L2 RPW skill, the final writing product is identified as the L2 research paper.
Research is more than just discovering knowledge; it is also presenting the knowledge found Knowledge may go unrecognized if it is not properly conveyed
As stated above, research paper writing skill is the ability to adequately produce a
According to Robert Weissberg and Suzanne Buker in their book "WRITING UP RESEARCH: Experimental Research Report Writing for Students of English" (1990), advanced ESL/EFL university students must effectively write research results in technical reports, theses, dissertations, and journal articles to achieve success The authors emphasize that research writing conventions require structuring arguments and aligning linguistic forms with rhetorical purposes Consequently, effective research writing necessitates careful language choices by the writer.
Writing a research paper requires more than simply selecting the right language; it involves a comprehensive understanding of the skills necessary for L2 research paper writing The following section will provide an in-depth analysis of these essential attributes.
2.1.2 Attributes of L2 research paper writing skill
To understand L2 RPW skills, it's essential to recognize its primary purpose: to convey new knowledge and utilize external resources to logically argue an idea Unlike entertainment writing, research papers must be clear and persuasive to effectively communicate with readers Writing a research paper in a second language involves considering various factors to ensure proper delivery and comprehension.
Understanding the audience is crucial for research writers, as it influences their roles, purposes, and reactions to the research papers (Paltridge & Starfield, 2020) The choice of language and content is shaped by the intended audience, making it essential for writers to select words carefully Additionally, L2 research writers often face challenges with language use, particularly in mastering the appropriate structures and vocabulary for academic writing, highlighting the need for improved language knowledge (Puspita, 2019) Therefore, writers must focus on specific features of research paper writing to effectively communicate their findings.
A research paper aims to present a clear argument derived from complex scientific content According to Bottomley (2015), an effective paper articulates its main argument and thesis in a concise, clear, and readable manner Additionally, the precise nature of a research paper necessitates accuracy and explicitness in its meaning.
In research papers, the language must be concise and cohesive, ensuring continuity in both content and expression (Winkler & Metherell, 2011) An impersonal style is essential, as an objective tone helps to persuade readers and avoids subjective claims (Bottomley, 2015) Additionally, each section of the paper adheres to specific writing conventions, necessitating the use of diverse writing styles and formats throughout the document.
First and foremost, the research paper begins with the title Day and Gastel
A good title is defined as the minimal number of words that effectively convey the paper's content (2016, p 41) Additionally, research writers should steer clear of vague, misleading, or humorous titles (Winkler & Metherell, 2011).
The title of a research paper should be clear, precise, and concise while specifically addressing the research scope Additionally, the Abstract must effectively summarize the paper's purpose and content, highlighting the issue being addressed (Winkler & Metherell, 2011).
The Introduction, following the Abstract, poses challenges for the research writer by outlining the paper's arguments The writer must clearly convey the content without relying on undefined technical terms, necessitating the careful and adaptable use of vocabulary to effectively replace these terms.
The literature review constitutes a significant portion of the paper, where the author is required to support their arguments with evidence from credible sources (Paltridge & Starfield, 2020).
To effectively support the arguments in a research paper, it is essential to synthesize relevant works during the literature review process Key tasks include taking notes, organizing information, outlining the paper, drafting, and revising (Bhkar & Sikarwar, 2014) This approach ensures that the writer thoroughly engages with materials related to the research topic and systematically organizes the information to bolster their arguments.
The Methodology section should concisely outline the research procedures, focusing on actions rather than the writer L2 writers face the challenge of providing detailed descriptions, which requires careful note-taking and the use of appropriate vocabulary and structure After data collection, it is essential to present both numerical and non-numerical data in the Results section, as recommended by Bhkar and Sikarwar (2014).
Language learning strategies
The term "learning strategy" has sparked debate among scholars, with various definitions emerging since the 20th century Oxford (1990) describes learning strategies as specific actions that enhance the learning experience, making it easier, faster, more enjoyable, self-directed, effective, and applicable to new situations Similarly, Williams & Burden (1997) define the "process of learning strategy" as the utilization of resources to complete learning tasks Ultimately, learning strategies encompass a set of actions that facilitate the resolution of learning tasks and improve the overall learning process.
In the realm of language learning, Chamot (1987) described Language Learning Strategies (LLSs) as techniques and deliberate actions that aid students in acquiring and recalling linguistic and content information However, Wenden (1991) expanded this definition, emphasizing that LLSs encompass mental steps and operations that learners employ not only to learn a new language but also to manage their learning efforts effectively.
Learning strategies, or Language Learning Strategies (LLSs), encompass the actions and behaviors employed during the language learning process According to Green and Oxford (1995) and Cohen (2011), LLSs are specific techniques that students intentionally utilize to enhance their knowledge and skills in the target language.
Language Learning Strategies (LLSs) are targeted techniques that focus specifically on acquiring a new language These strategies involve deliberate actions aimed at addressing language learning challenges, enhancing proficiency in the target language, and managing the overall language learning experience.
Along with various attempts to define LLSs, there are various models of LLSs (Rubin, 1987; Stern, 1992; Naiman et al., 1978 as cited in (Cajski, 1999))
Dansereau's early model of language learning strategies (LLSs) in 1985 identified two main types: primary strategies and support strategies Primary strategies directly engage with learning materials, such as comprehension and memory techniques, while support strategies focus on fostering a positive learning attitude and managing distractions, fatigue, and frustration, exemplified by concentration strategies This classification was further echoed by Oxford in 1985, who also categorized LLSs into these two distinct groups.
Oxford (1990) identified 17 strategy groups and developed a classification of language learning strategies (LLSs) into two main categories: Direct and Indirect strategies Direct strategies encompass Cognitive, Memory, and Compensation strategies, while Indirect strategies include Metacognitive, Affective, and Social strategies This taxonomy is recognized for its specificity, comprehensibility, practicality, and alignment with learners' needs in language tasks (Ruminingsih, 2007) Consequently, this research adopts Oxford's (1990) classification of LLSs.
Direct strategies are LLSs that directly involve the target language (Oxford,
Direct strategies, as outlined by Oxford (1990), are categorized into three main groups: Memory, Cognitive, and Compensation, encompassing a total of 10 strategy sets and 35 individual strategies These strategies necessitate mental processing of the language, with each group engaging distinct mental processes tailored for various purposes.
Memory strategies are essential for learners to effectively store and retrieve new information, as highlighted by Oxford (1990) These strategies encompass creating mental linkages, utilizing images and sounds, reviewing knowledge, and engaging in actions Once learners have memorized the information, they can apply cognitive strategies to understand and produce new language, which includes practicing language items, exchanging messages, analyzing, reasoning, and structuring input and output It is common for learners to encounter gaps between their desired language production and their existing knowledge Compensation strategies enable learners to navigate these gaps by intelligently guessing from linguistic cues and other clues, thus overcoming limitations in speaking and writing.
Indirect strategies play a crucial role in language learning by supporting and managing the process without directly engaging with the target language According to Oxford (1990), these strategies are categorized into three main groups: Metacognitive, Affective, and Social, encompassing a total of 9 strategy sets and 27 individual strategies.
Metacognitive strategies enable learners to manage their cognitive processes and effectively coordinate their learning This is accomplished through techniques such as centering language, planning, and evaluating progress Additionally, indirect strategies assist learners in regulating their emotions, motivations, and attitudes, with affective strategies focusing on reducing anxiety, fostering self-encouragement, and managing emotional responses.
13 temperature Lastly, Oxford mentioned Social strategies to promote learning through interaction with others Learners develop Social strategies by asking questions, cooperating with others and empathizing with others
2.2.3 Language learning strategies used for L2 research paper writing skill
In the context of language learning, RPW in English focuses on enhancing writing skills Language learners can approach RPW as a valuable task and utilize effective learning strategies to tackle it successfully.
According to Oxford (1990), mastering writing skills does not necessitate the use of all 62 strategies outlined in her taxonomy, as different problems require tailored strategies While Oxford provided a list of strategies beneficial for writing, it remains unclear whether learners utilize all these strategies in their RPW tasks Therefore, it is essential to investigate the strategies relevant to learning L2 RPW skills, focusing on the specific features of the skill rather than strictly adhering to Oxford's list Nonetheless, the fundamental nature of the strategies remains consistent.
The primary objective of RPW is to effectively argue and persuade the audience using academic theories, established research methods, and credible evidence To achieve this, research writers should adopt the note-taking strategy to gather supporting evidence for their arguments Studies have shown that writers often take notes from their readings and their own insights on the topic to prepare for writing (Shaw, 1991; Torrance & Thomas, 1994; Okamura, 2006) This note-taking approach is commonly utilized by high and medium proficient learners, while low proficient learners use it occasionally (Ruminingsih, 2007).
A research paper requires clear and precise language, along with a well-organized structure that adheres to established conventions Therefore, writers should develop a writing plan, create a detailed outline, and make informed decisions about their content.
Effective research writing requires advance planning and the identification of necessary linguistic resources Strategies such as "planning for a language task" and "reasoning deductively" are essential Shaw (1991) noted that successful writers often prepare by reviewing relevant materials and using their structures as outlines Similarly, Angelova and Riazantseva (1999) found that writers consistently gather functional words and phrases Research indicates that skilled writers dedicate more time to planning compared to their unskilled counterparts (Matsumo, 1995; Ruminingsih, 2007).
Previous studies
Language Learning Strategies (LLSs) have garnered significant attention in research, particularly in Vietnam Numerous studies have explored LLSs, including Nguyen (2013), who examined the types, frequency, and patterns of LLSs utilized by Vietnamese EFL tertiary students, as well as their correlation with various learner variables.
In 2014, Do and Nguyen explored the metacognitive strategies employed by 64 Vietnamese college students Subsequent studies, such as Nguyen (2016), compared language learning strategies (LLSs) between Vietnamese English majors and non-English majors, while Bui and Vu (2018) examined the differences in LLS usage among freshmen based on their English proficiency However, these studies primarily addressed general English skills rather than focusing specifically on English research paper writing (RPW) skills Notably, global research has increasingly concentrated on strategies used by second language (L2) writers in RPW For example, Shaw (1991) conducted semi-structured interviews with 22 postgraduate students engaged in writing their research papers, revealing significant insights into their writing strategies.
The study involving 20 participants revealed their relationships with others and their occasional knowledge transfer, alongside their examination of RPW rules and behaviors in writing While the findings suggested the use of Social, Cognitive, Memory, and Metacognitive strategies, these were not explicitly identified Similarly, Matsumoto (1995) found that four Japanese university professors utilized strategies like planning, note-taking, organizing, revising, and transferring in their English research writing, aligning with Oxford's (1990) Cognitive, Metacognitive, and Compensation strategies Okamura (2006) further explored strategies among 13 L2 research learners, categorizing them into subject knowledge-oriented and language-oriented types, diverging from Oxford's taxonomy However, the study did not address strategies to support students' emotional and motivational needs.
On the other hand, to investigate the writing habits and experiences of 101 full-time U.K domiciled social science research students, Torrance and Thomas
In a 1994 study, a 35-item Likert-scale questionnaire was utilized to statistically analyze the strategies employed for L2 RPW skills and the variations in writing achievement among participants using different strategies The findings indicated that students commonly adopted strategies aligned with Oxford’s (1990) Cognitive, Compensation, Metacognitive, and Affective strategies, such as note-taking, message adjustment, task planning, self-monitoring, and self-rewarding The study established a link between the use of language learning strategies (LLSs) and students' writing achievements, suggesting that effective LLSs contribute to improved writing skills However, the research did not explore how prior writing achievements influenced the choice of LLSs in developing L2 RPW skills, particularly in the context of the Writing 1 and Writing 2 modules at SGU.
2) not only construct a linguistic foundation but also form the necessary learning habits and attitudes for learning RPW (see 2.3) Achievement in these modules can be argued to connect most closely to the learning process of L2 RPW skill Nevertheless, research into this specific topic has not yet received the attention it deserves
Differences exist in the instruments utilized by Torrance and Thomas compared to other researchers (Shaw, 1991; Matsumo, 1995; Okamura, 2006), highlighting the need for a quantitative approach, such as questionnaires, when dealing with large sample sizes To effectively explore the complexities of Language Learning Strategies (LLSs), a flexible use of various assessment techniques is essential, as noted by Oxford (1990) Researchers have employed diverse instruments, including interviews and thinking-aloud protocols (Abdullah et al., 2011; Sadi and Othman, 2012), as well as stimulated recall methods (Sadi and Othman, 2012) For larger samples, structured surveys are considered one of the most objective methods for identifying learning strategies (Oxford, 1990) Oxford also introduced the Strategy Inventory for Language Learning (SILL), a Likert-scale questionnaire designed to assess LLSs across four language skills The SILL version 7 (Oxford, 1990) has served as a foundational reference in numerous studies investigating LLSs in English writing (Petric´ & Czárl, 2003; Ruminingsih, 2007; Chen, 2011; Mohite, 2014; Raoofi, Binandeh, & Rahmani, 2017).
Critics argue that Likert scale questionnaires fall short in capturing learners' strategy choices, highlighting the necessity for more qualitative research in the realm of Language Learning Strategies (LLSs) (Ruminingsih, 2007; Chen, 2011; Abdullah et al., 2011; Mohite, 2014; Junianti, Pratolo, & Wulandari, 2020) A review of these studies indicates that interviews are a favored method for gathering qualitative data on LLSs, particularly in the context of second language writing and reading proficiency skill development.
In a nutshell, as can be seen, previous research has studied writing strategies employed for L2 RPW using a single tool, either quantitative or qualitative To
To develop a comprehensive understanding of Language Learning Strategies (LLSs), it is essential to explore them through a well-defined taxonomy, employing both quantitative and qualitative methods Additionally, examining the variations in LLS usage among students with differing outcomes in prior Writing modules can provide valuable insights into the overall application of these strategies.
Conceptual framework
This study develops a conceptual framework to explore students' use of Language Learning Strategies (LLSs) for L2 Reading and Writing skills, highlighting differences in strategy use based on performance in Writing 1 and 2 modules The research categorizes LLSs according to students' results, utilizing Oxford's (1990) model, which classifies strategies into two main categories: Direct and Indirect strategies Direct strategies encompass Memory, Cognitive, and Compensation strategies, while Indirect strategies include Metacognitive, Affective, and Social strategies.
Nevertheless, as analyzed above, L2 RPW skill doesn’t require the use of all
The Oxford (1990) model identifies 62 strategies, but only two Memory strategies are applicable for the L2 RPW skill (Shaw, 1991) In contrast, nine Cognitive strategies have been found useful for this skill (Shaw, 1991; Torrance & Thomas, 1994; Angelova & Riazantseva, 1999; Okamura, 2006; Paltridge & Starfield, 2020) Additionally, only one Compensation strategy is relevant (Torrance & Thomas, 1994; Matsumo, 1995) Literature analysis reveals that eight out of eleven Metacognitive strategies are applicable for learning the L2 RPW skill (Shaw, 1991; Torrance & Thomas, 1994; Matsumo, 1995; Bailey, 2020; Paltridge & Starfield, 2020) Furthermore, previous studies indicate that students utilize six strategies to manage their emotions during the L2 RPW learning process (Torrance & Thomas, 1994; Botelho de Magalhọes, Cotterall, & Mideros, 2019; Paltridge & Starfield, 2020).
The present study explores twenty-nine strategies identified as beneficial for acquiring the L2 RPW skill and effectively writing research papers in English, building on findings from previous research (Okamura, 2006; Paltridge & Starfield, 2020) that highlighted four key strategies within social groups.
Chapter summary
This chapter defines and analyzes the L2 RPW skill and related LLSs, exploring their attributes and previous research to develop applicable LLSs for L2 RPW It also investigates the Writing modules at Saigon University to link English majors' prior training in Writing skills with the L2 RPW skill Additionally, a conceptual framework is presented to guide future research stages.
(Oxford, 1990; Shaw, 1991; Torrance & Thomas, 1994; Matsumo, 1995; Okamura, 2006; Paltridge & Starfield, 2020)
Language learning strategies for L2 research paper writing skill
Memory strategies (2) Cognitive strategies (9) Compensation strategies (1)
Metacognitive strategies (8) Affective strategies (6) Social strategies (4)
METHODOLOGY
Research questions
This study investigates the language learning strategies (LLSs) employed by English majors at Saigon University to enhance their second language (L2) reading, writing, and pronunciation (RPW) skills Additionally, it examines the application of these strategies among students with varying levels of achievement in Writing modules To facilitate this exploration, specific research questions have been formulated to guide the inquiry.
1 What language learning strategies for L2 research paper writing skill are used by English majors at Saigon University??
2 How do English majors with different results in previous Writing courses apply the language learning strategies for L2 research paper writing skill at Saigon University?
Research design
The research aims to explore the use of language learning strategies (LLSs) by English majors in developing their second language (L2) reading and writing (RPW) skills, while also examining the relationship between LLS usage and writing module outcomes To achieve this, the study utilized a mixed methods design, as outlined by Creswell & Plano Clark (2011), which integrates both quantitative and qualitative approaches to provide a comprehensive understanding of the research problem.
The researcher utilized the "explanatory sequential mixed methods design," recognized by Creswell (2012) for its ability to effectively integrate both quantitative and qualitative data This approach enhances the understanding of the research problem by refining, extending, or explaining the overall findings In this design, quantitative data is prioritized, allowing for a comprehensive analysis.
This article presents 25 data points that illustrate the language learning strategies (LLSs) employed by a significant number of English majors at Saigon University for developing their L2 reading, writing, and pronunciation (RPW) skills Additionally, qualitative data was utilized to investigate and clarify the reasons behind the use of these LLSs.
The explanatory sequential mixed methods design consists of two research phases: initially, quantitative data was gathered and analyzed through a questionnaire, followed by semi-structured interviews to obtain qualitative data The final analysis integrated both quantitative and qualitative findings.
Research context
The research was conducted at Saigon University in Ho Chi Minh City, Vietnam, selected for its status as an interdisciplinary higher education institution managed by the Ministry of Education and Training The university's curricula, approved by the Ministry, share similarities with those of other institutions under its oversight Notably, the Faculty of Foreign Languages at Saigon University has prioritized and promoted L2 Research Paper Writing (RPW) among undergraduates by integrating a Research Writing module into the English majors' curriculum.
Research writing course at Saigon university includes 45 periods which cover
The article outlines nine key components of research reports, including the Introduction, context establishment, literature review, current research advancement, Method, Materials, Results, Discussions, and Abstract The course material is a curated selection from various textbooks on research writing, complemented by lectures and group discussions Students engage with theoretical concepts of research writing and are expected to apply this knowledge immediately through group projects Lecturers facilitate in-class opportunities for students to implement their new understanding, culminating in the submission of their work.
26 research report at the end of the course Students are assessed based on their attendance, group’s project and final exam
3.3.2 Writing skill and Research paper writing learning at Saigon University
Writing a research paper requires a strong command of academic vocabulary, grammar, and the ability to organize ideas effectively Therefore, it is essential for students to understand academic language and style, as well as to develop skills in structuring sentences and paragraphs before they begin learning L2 PRW At Saigon University, the Writing modules sequence facilitates this process, as English majors must complete two Writing skill modules (Writing skill 1 and Writing skill 2) prior to enrolling in the Research writing module, where they acquire L2 RPW skills.
The Writing Skill 1 module at Saigon University (2019) is designed to train students in producing academic texts at both the sentence and paragraph levels It offers comprehensive knowledge of various English structures and emphasizes the development of academic writing skills Students will learn to identify and create sentences using diverse structures and organize ideas to craft coherent paragraphs The curriculum allocates 60% of lessons to sentence structures, clauses, and paragraph organization, while also allowing students to apply these skills in research paper writing (RPW) Additionally, the module focuses on unity, coherence, and the effective presentation of supporting details, such as facts, quotations, and statistics Collaborative skills are also fostered through teamwork throughout the course.
The Writing Skill 2 module aims to equip students with the essential knowledge and skills to compose an academic essay that includes multiple paragraphs, fostering a serious attitude towards learning and research (Saigon University, 2019) A key learning outcome is for students to differentiate between academic and non-academic writing styles.
The module aims to equip students with the ability to comprehend and produce academic essays across various genres while fostering organizational skills and a receptive attitude towards constructive feedback It emphasizes two key concepts: the structure and organizational patterns of essays Through the lessons, students learn about different essay formats, along with their advantages and disadvantages, enabling them to effectively organize their paragraphs and articulate their ideas in essays and other writing genres.
The Writing skill modules are integral to the development of L2 Research Paper Writing (RPW) skills, as they provide essential linguistic knowledge and foster important learning habits and attitudes These modules serve as a foundation for mastering L2 RPW, highlighting their interconnectedness The accompanying diagram illustrates the relationship between Writing skill modules 1 and 2 and the L2 RPW skill.
Research participants
The research is conducted on the English majors attending the Research writing module from 6 th October to 29 th December, 2021 at Saigon University
Produce sentences in academic style Produce paragraphs in academic style
Present supporting details (i.e., facts, quotations and statistics)
Produce essays in academic style Develop self-management skill
Develop receptive attitudes towards feedback
Figure 3.1 The connection between Writing modules 1 and 2 at Saigon University and
The study focused on English majors at Saigon University who were developing their writing skills for research papers in English These students were required to complete a research paper as part of their coursework, highlighting the necessity and application of Language Learning Strategies (LLSs) for enhancing their second language research paper writing (RPW) skills.
To analyze the statistical parameters and generalize the trend of English majors' use of L2 RPW skills, a simple random sampling technique was employed, selecting a sample of 130 students from a total population of 183 English majors This method was chosen to ensure that the samples accurately represent the population (Creswell, 2012).
To gather qualitative data through interviews, a subsample was selected using the Stratified sampling technique, which involves dividing the original research sample into distinct strata based on the average of their writing.
1 and 2’s results calculated based on Hanoi US Embassy’ Grade conversion table (U.S Embassy Hanoi), the participants were divided into 4 strata: A (Excellent),
The study utilized a sampling technique that ensured representation of all strata in the subsample, proportional to their presence in the overall sample (Creswell, 2012) The researcher did not predefine the subsample size, aiming instead to achieve data saturation, which was accomplished after interviewing 14 English majors across four strata This group constituted approximately 10% of the total sample, with participants distributed as follows: 3 from stratum A, 6 from B, 3 from C, and 2 from D A detailed demographic profile of the sample is provided in Table 3.1.
Research instruments
The research utilized a self-reported questionnaire to collect and analyze quantitative data on language learning strategies (LLSs) for developing L2 writing skills The design of the questionnaire was informed by previous studies, notably Ruminingsih (2007) and Petric´ & Czárl (2003) Ruminingsih’s questionnaire, based on Oxford’s SILL, specifically addresses LLSs for English majors in writing classes, making it a suitable reference due to its alignment with the sample's characteristics and focus on the learning process of L2 writing The current study aims to explore LLSs employed by English majors in research paper writing, mirroring Ruminingsih’s approach while also incorporating Petric´ & Czárl’s structure of the writing process—pre-writing, writing, and revising—to facilitate systematic recall of strategies Given that research paper writing presents unique challenges compared to prior academic writing experiences (Paltridge and Starfield, 2020), the questionnaire items were adapted to effectively target the LLSs relevant to this specific skill.
The initial draft of the Questionnaire consists of three sections: the first includes open-ended questions about respondents' personal information, such as gender, major, phone numbers, and results in Writing 1 and 2 modules, as well as the RPW process The second section employs a 5-point Likert scale to assess the frequency of use of Learning Strategies (LLSs) The final section features open-ended questions regarding activities related to the six LLS groups This draft underwent a thorough review by an expert and three participants from the target population The expert feedback was provided verbally by a Doctor teaching Research Writing at Saigon University Subsequently, cognitive interviews were conducted with the three participants using the Think-aloud technique, allowing them to articulate their thought processes while completing the Questionnaire Based on the constructive feedback, the open-ended questions in the first section were replaced with multiple-choice questions due to their low response rate Additionally, to address the tendency for respondents to select the midpoint on the Likert scale, the Questionnaire adopted a 6-point scale, ranging from "never or almost never" to "always or almost always."
The Questionnaire underwent modifications and was tested for reliability in a pilot study with 33 participants, representing 20% of the population The Cronbach alpha coefficient for the second part was 0.78, indicating a high level of internal consistency Based on pilot test responses, revisions were made, and additional items were incorporated into the second part The final Questionnaire comprises two parts: Part 1 includes background questions such as gender, major, contact information, and results from Writing 1 and 2 modules, along with general experiences and activities related to the L2 RPW learning process Part 2 features 40 items focused on the use of Learning Strategies (LLSs) in this educational context.
In the study of learning L2 RPW skills, respondents evaluated the frequency of their use of language learning strategies (LLSs) on a 6-point Likert scale, which ranges from "never or almost never" to "always or almost always." A detailed categorization of these items is presented in Table 3.2 below.
Questionnaire items categorized by language learning strategies
Strategy group Strategy set Questionnaire item Direct strategies
▪ Recognizing and using formulas and patterns
▪ Using resources for receiving and sending messages
2.6 2.27 Creating structure for input and output
Compensation Overcoming limitations in speaking and writing
▪ Adjusting or approximating the message
▪ Overviewing and linking with already known material
▪ Finding out about language learning
▪ Using progressive relaxation, deep breathing, or meditation
▪ Discussing feelings with someone else
▪ Cooperating with proficient users of the new language
▪ Becoming aware of others’ thoughts and feelings
The study utilized semi-structured interviews to gain in-depth insights into the behaviors and mental processes of English majors regarding their use of language learning strategies (LLSs) in developing their L2 reading and writing skills This interview format, conducted one-on-one, fosters a comfortable environment for participants to express their thoughts freely By employing a semi-structured approach, the researcher can adapt the interview based on participants' responses while maintaining focus and probing deeper into relevant issues.
The initial interview questions include 2 parts The first part – Background questions - inquires about the respondents’ general experience towards learning L2 RPW skill (e.g., motivation, preference and activities to improve L2 RPW
The article discusses a study involving 20 question sequences focused on the use of Language Learning Strategies (LLSs) by respondents, along with probing questions that explore their application and rationale Initially drafted from a literature review on LLSs for L2 reading and writing skills, the interview questions were refined with expert feedback After a successful pilot test with 9 participants, the questions proved effective in eliciting valuable insights Minor adjustments were made to the questions during the official administration based on data collected from a questionnaire, ensuring a thorough investigation of the sample.
The interviewees expressed that they would have felt more at ease if the interviews were conducted in Vietnamese To accommodate this preference, the interview questions were translated into Vietnamese to ensure that interviewees could choose to conduct the interview in their preferred language.
Data collection procedure
The data collection process commenced with the researcher securing permission from the Dean of the Faculty of Foreign Languages at Saigon University through a detailed letter outlining the research title, objectives, anticipated sample size, and data collection methods Subsequently, a covering letter was distributed to the entire population, providing essential information about the research, including its title, aims, sample details, and guidelines for participation This letter also contained the researcher’s personal information, such as name, organization, and contact details, along with a confidentiality assurance to promote response rates.
In response to the Covid-19 pandemic, the Research writing module for the 2021 academic year was conducted online, including the data collection process from October 2021 to January 2022 The questionnaire was distributed through Google Forms, with the link included in a covering letter sent to 183 students' email addresses provided by their lecturers After 16 days, 130 responses were successfully collected from the participants.
The students were completing their research papers for the 34 module, gaining valuable experience with L2 RPW while reflecting on their writing process To enhance engagement, lecturers actively supported the research by sending regular reminders on social media, encouraging student participation.
After collecting responses from the questionnaire, the researcher revised the interview questions accordingly The expected subsample for the interviews was identified using the Stratified sampling technique, and selected participants were contacted via phone to obtain consent and schedule the interviews The number of interview sessions was not predetermined and continued until saturation was reached, which occurred after the 14th session The interviews were conducted through Google Meet or Zalo, utilizing both audio and video, with each session lasting approximately 20 minutes.
The interviews, lasting 35 minutes, were conducted with the participants' consent and recorded Subsequently, the videos were transcribed and translated into English when necessary, as the interviews were held in the language preferred by the interviewees, which included both English and Vietnamese.
Data analysis scheme
The data gathered from the questionnaire was analyzed using SPSS, where reliability was assessed through Cronbach’s Alpha and Item-Total Correlation to ensure internal consistency Additionally, standard deviation statistics were calculated for the items to identify and eliminate any unreliable ones.
This study aims to explore the typical applications of Language Learning Strategies (LLSs) and their variations among students with differing writing results Descriptive statistics were computed for each item in the Questionnaire, focusing on the means and score ranges for the entire sample and four groups categorized by average writing performance These statistics reveal students' tendencies towards specific items in the Questionnaire and highlight the variability in their use of LLSs, following the categorization established by Oxford (1989).
35 for SILL’s mean scores (as cited in Oxford, 1990), the means of this Questionnaire are categorized into 6 ranges including:
1 – 1.49: Never or almost never used
5.5 – 6: Always or almost always used
All interview sessions were recorded and subsequently transcribed and translated into English as needed Thematic analysis was employed to identify key themes from the data, categorizing responses into six organizing themes based on the Language Learning Strategies (LLSs) groups: Memory, Cognitive, Compensation, Metacognitive, Affective, and Social To further analyze the LLSs usage among four groups of students classified by their average writing results (A, B, C, and D), the responses within each organizing theme were restructured into four basic themes This thematic network provided a comprehensive understanding of how students with varying writing results utilized different LLSs.
Validity and Reliability
The research examined four types of validity: Construct, Content, Face, and Concurrent validity The construct of Language Learning Strategies (LLSs) for L2 Reading and Writing (RPW) skills was established based on established theories in the field, including those by Oxford (1990), Shaw (1991), Torrance & Thomas (1994), Matsumo (1995), Okamura (2006), and Paltridge & Starfield (2020) The instruments used in the research were developed in alignment with these theories, indicating a level of Construct validity Additionally, as shown in Table 3.2, the questionnaire items encompass all proposed LLSs for L2 PRW skills, supporting the Content validity as outlined by Cohen, Manion, & Morrison (2018).
The content validity of the instrument was ensured through a thorough review and pilot testing of the Questionnaire and Interview questions on about 20% of the sample, confirming that respondents understood the items correctly Additionally, concurrent validity was established by analyzing the correlation between the data obtained from the Questionnaire and Interviews.
The reliability statistics of the Questionnaire were computed, revealing a Cronbach’s Alpha of 884, indicating a reliable scale, as it exceeds the recommended threshold of 0.70 (Cortina, 1993) The Standard deviation scores of the Questionnaire items ranged from 0.8 to 1.67, suggesting consistency among the items Although item 2.8's Corrected Item-Total Correlation score fell below the advised minimum of 0.3 (Nunnally & Bernstein, 1994), it was retained for further analysis due to its notably low mean score, which may provide valuable insights.
Chapter summary
This chapter outlines the detailed methodology used in the study, highlighting the rationale for selecting the explanatory sequential mixed methods design It explains the criteria for choosing research participants and provides an in-depth description of both quantitative and qualitative research methods Additionally, the chapter presents the specifications of the participants' profiles and the research instruments utilized.