Luận văn an exploratory study on the use of language learning strategies by students at ulis southern new hampshire university usa joint bachelor program

ABSTRACT ‘This study examines the influence of some variables namely gender, motivation and experience of English language learning on the use of language learning strategics by student

VIETNAM NATIONAL UNIVERSITY, HANOL

UNIVERSITY OF LANGUAGES AND EN'TERNATEONAL STUDIES

FACULTY OF GRADUATE AND POSTGRADUATE STTDIES

LƯU HỎNG TRANG

AN EXPLORATORY STUDY ON LANGUAGE LEARNING STRATEGIES USE

OF STUDENTS FROM TLIS - SOUTIERN NEW HAMPSIIRE

UNIVERSITY (USA) JOINT BACHELOR PROGRAM

Nghiên cứu thăm dò về việc sử dụng chiến lược học Lập ngôn ngữ của

sinh viÊn chương trình đào tạo cử nhân liên kết giữa trường Tại học

Ngoại ngữ - DHQGHN và trường Đại học Southern New Hampshire

(Hoa Ky)

M.A MINOR PROGRAMME TIIESIS

Field : English Teaching Methodology Code : 60140111

HANOI — 2016

OF STUDENTS FROM TLIS - SOUTIIERN NEW HAMPSIIRE

UNIVERSITY (USA) JOINT BACHELOR PROGRAM

Nghiên cứu thăm dò về việc sử dụng chiến lược học tập ngôn ngữ của

sinh viên chương trình đào tạo cử nhẫn liên kết giữa trường Đại học

Tgoại ngữ - DHQGHN và trường Đại học Southern New Hampshire

(Hoa Ky)

M.A MINOR PROGRAMME THESIS

Field ; English Teaching Methedulugy

Code : 60140111

Supervisor : Dr Nguyễn Thị Ngọc Quỳnh

HANOI — 2016

DECLARATION

I, lau Hong ‘rang, declare that the thesis entitled “An exploratory

study on language learning strategies use of students from ULIS-Southern

New Hampshire university (USA) joint bachelor program” reports the result

of the study conducted by myself The minor thesis is submitted to the

Faculty of Graduate and PostGraduate Studies - University of Languages and

International Studies - Vietnam National University, Hanoi for Degree of

Master in ‘leaching English Methodology It has not been published

anywhere

Tlanoi, 2016

Luu Hong Trang

ACKNOWLEDGEMENT

First and forcmosi, I would like to send my sincere thanks to my supervisor, Dr Nguyen Thi Ngoc Quynh, for her valuable guidance, helpful

advice, recommendation, and encouragement during the time I tried to

complete this minor thesis Without her supervision, this work would never

have been possible

Besides T would like to thank all Une teachers of the Facully of

Graduate and PostGraduate Studies - University of Languages and

International Studics - Victnam National University, Hanoi for their valuable

lectures, whose knowledge is the foundation for my thesis

My decpest thanks also go Lo all students studying al the joint bachelor

program between University of Languages and International Studies and

Souhem New Ilampshire Universily, USA Withoul their aclive

participation, I would not have fulfilled this study

Finally, I would like to express my biggest love and thanks to my

family, my close friends and my colleagues at Centre for Intemational

Education, ULIS, VNU for their unconditional support during the time I

conducted my research 11 was all of hem who gave me the will lo complete

this challenging work

ABSTRACT

‘This study examines the influence of some variables namely gender,

motivation and experience of English language learning on the use of

language learning strategics by students at the joint bachelor program between University of Languages and International Studies, Vietnam National

University, [lanoi and Southern New Ilampshire University, USA The study

made use of guided narratives to collect demographic information from the

participants and Oxford’s Strategy inventory for Language Learning (SILL)

version 7.0 to determine the relationship between the variables and the

students’ use of language learning strategies ‘fhe findings revealed that gender difference is not one of the factors contributing to the differences in

the choices of language learning strategies On the other hand, molivation and

experience in learning English have effect on the selection of language learning strategies to some extent Students with high level of motivation use

MGla-cognitve stratogics with higher frequency than lowly-motivatcd

students Students who do not have prior experience of learning English

reported higher use of Memory strategics than those learners wilh prior experience of English learning from established language centres, specialized

language classes, or private tutorials

1.1 Statement of the problem and rationale for the study

1.4 Research methadalogy

wow

ow

1.5 Organization of the study

2.1 Language Learning Strategies (LLSs)

2.1.1 Definition of loaning stratogics

2.1.2 Classification of language learning strategics 5

2.2 Variables that Influence the Selection of Language Learning Strategies

3.3 Data collection instruments and procedures 15

4.2 The Influence of Gender on the usc of L1.Ss 23 4.3 The Influence of Motivation on the use of LLSs 24

4.4, The Influence of Experience in English Language Learning on the use

5.3 Lmplications for language teaching and learning 29

LIST OF ABBREVIATIONS

ULIS - University of Languages and International Studies

SNHL: Southern New Hampshire University

LL5s : Language learning strategies

SILL : Strategy Inventory for Language Learning

STEP : Society of Testing English Proficiency

vi

LIST OF TABLES

‘Table 1.1: Description of Gender

Table 1.2: Description of Motivation

Table 1.3: Description of Experience in learning English

Table 2.1: The use of LLSs by Gender

‘Yable 2.2: ‘The use of |LLSs by Motivation

Table 2.3: The use of LLSs by Experience in learning English

CIIAP 1: INTRODUCTION

1.1 Statement of the problem and rationale for the study

University of Languages and International Studics (ULIS), Vietnam National University, Hanoi, Vietnam has recently been rated as one of the tap

universities in South East Asia for Languages and language studies at the

undergraduate level Morcover, hosides the university’s strengths in pedagogy

and linguistic studies training for domestic students, the university is on its way to develop international programs with various universities in the world

Among those program highlights the joint bachelor program in Keanomics/

Finance between ULIS and Southern New Hampshire university, USA

(SNHU) To ensure the standards of an international program, most of the

time, the program courses are delivered fully in English language As a result,

students’ English language acquisilion and proficiency is the key to the

success of the Lraining program Among significant [actors contribuling to the

variation in students’ English language acquisition, language learning

slralegios arc belicved lo have groat impacis According to Meschyan and Hemadez (2002), learnine a forcign language effectively means using

adequate learning strategies Despite this value of language learning strategies

(LLSs), no research work bas been done lo investigate the use of language learning strategies by students at this joint bachelor program ‘Thus, the

researcher conducts this study with the hope of finding ways to better English

language proficiency of the target students by providing insights to their use

of LLSs.

1.2, Aim of the study

The research paper is carried out to investigate the influence of some

variables namely gender, motivation and experience of English language

learning in the use of language learning strategies by students at ULIS-SNHU joint bachelor program

Asa result, the study addresses three main questions as follows

1 To what extent are there significant differences in strategies used by

male and female students?

2 1o what extent are there significant differences in strategies used by highly and lowly motivated students?

3, To what extent are there significant differences in strategies used by

students with or without prior experience of learning English?

1.3 Scope of the study

As a fruitful research area of language teaching and learning, language

learning strategies has been identified to have relationship with a lot of factors

such as learners’ proficiency, learners’ styles, age, motivation, gender and

other individual differences Within the limitation of a thesis paper, this study

investigates the influence of three student variables including gender,

motivation and experience of learning English in the use of language learnmg

strategies particularly hy students enrolled in the joint bachelor program

between University of Languages and International Studies, Vietnam National

University and Southern New Hampshire Universily, USA

1.4 Research methodology

‘The study employed a mixed - methods approach Accordingly, data was collected from a standardized questionnaire and guided narratives ‘Lhe

collected data wore analyzed both quantitatively and qualitatively

1.5 Organization of the study

Chapter ] — Introduction — deals with rationale, aim, scope and methodology

of the study

Chapter 2 — Literature review — provides the background of the study,

including definitions and classification of the key concept “language learning

strategies”, overview and summary of research on variables influence the

selection and utilization of language learning strategies namely gender,

motivation, experience of learning English

Chapter 3 — Methodology — describes the setting, participants, instruments of

the study, as well as the procedures employed to collect and analyze the data Chapter 4 Results and discussion presents and analyzes the findings that

the researcher discovered from the data collected, and compares them with the

findings of previous studies

Chapter 5 Conclusion present a summary of the major findings, implications for language teaching and learning, limitations of the research as

well as some suggestions for further studics

Following this chapter are the References and Appendix

CIIAP 2: LITERATURE REVIEW

2.1 Language Learning Strategics (LLSs)

2.1.1 Definiliuns of learning strategies

Up to now there is still no agreed definition of language learning

slralegics; however, mosl rescarchers define Ieaming stralegics as learners’

actions and/ or behaviors to facilitate the learning process

Rubin (1975: 43) defines learning strategies as leamers’ techniques or

devices to acquire knowledge Wonden (1998) clarifies the definition by

affirming that learning strategies are “mental steps or operations that learners use to learn a new language and to regulate their efforts to do so” (p.18)

More specifically, Richards and Schmidt (2002: 9, cited im Olga, 2003)

consider learning strategies as “the different ways in which learners try to

understand the grammar, meanings and uses, and olher aspects of the language they are learning”

©’ Malley and Chamot share the same idea regarding learning strategies

as: “the special thoughts or bchaviors that individuals usc to help them

comprehend, learn, or retain new information Learning strategies are special ways of processing information that enhance comprehension, learning,

or retention of the information.”

(O* Malley and Chamot, 1990, p.1)

In this study, the researcher adopts the definition given by Oxford

(2001) that learning strategies are mental operations used by learners te aid the acquisition, storage, retrieval, and use of information; and specific

actions taken by learners to facilitate their learning process

2.1.2 Classification of language learning strategies

Throughout the history of researching learning strategies, various

models of categorizing Icaming strategics have been developed; however, the

researcher chooses to carry out the study basing on Rebecca L Oxford’s

framework (1990) A lot of scholars (Ellis, 1994, Jones, 1998; Bremner,

1999) consider Oxford’s model as the most comprehensive and detailed

classification of learning strategies to date compared to other models where

most of the Jactors are overlapping

In Oxford’s framework, learning strategies are classified mto two sets

of taxonomy: “Direct strategies’ and ‘Indirect strategies’

Direct strategies include memory strategies cognitive strategies and compensation strategies which “involve direct learning and use of the subject

matter” (Oxford, 1990, p.12) and “require mental processing of the language” (Oxford ,1990, p.37)

© Memory strategies are the methods particulariy customized in

order to support Icarners so that they can become able to store

fresh data in the memory and recover the data when needed at a later period (Magogwe & Cliver, 2007)

© Cognitive strategies consist of the abilities which permit the

learners to approach, appreciate and create dialect or the targeted language by various diverse means

© Compensation strategies refer to the eollection of practices or

behavioral characteristics that are utilized in order to compensate

as well as to support the leamers so thal they can easily and

comprehensively utilize the largeted language

On the other hand, indirecl stralegies are those lechniques which

“support and manage language learning without (in many instances) directly

involving the target language” (Oxford, 1990, p.135) Indirect strategies can

also he divided into three distinctive forms namely meta-cognitive strategies,

affective strategies, and social strategies

© Meta-cognitive strategies mclude those behavioral characteristics

that are utilized in order to make organization, preparation,

systematic planning, and assessment of the learning progress of a

learner (Rahimi & Katal, 2012)

« Affective strategies comprise of the methods which are utilized in the process of regulating the behavioral characteristics associated

with the aspects of cmotion and molivalional dimension

« Social sirategies include those techniques that support and provide helping systems fo a learner in order to make him or her

more capable of more comprehensively and adcquatcly

interacting with other people during the entire duration or system

of the acquisition of the targeted language (Akyol, 2013)

2.2 Variables that Influence the Selection of Language Learning Strategies

2.2.1 Gender

Tt has been clarified through the findings of various research that among a few elements or influencing variables, for example, motivation, age,

standard of proficiency, prior knowledge or experience and many others, the

aspect of gender has been considered to he extensively examined in regards to

the impact of the variables on the learning of a second or foreign language

(eg, Goh & Foong, 1997, Gu, 2002; Chamot & Kealley, 2004; Tong-Nam &

Leavell, 2006)

Tt should be noted that various studics have reported that female

learners demonstrated essentially more use of learning techniques than male

learners (e.g Goh & Foong, 1997; Green & Oxford, 1995; Gu, 2002; Hakan,

Aydin, & Bulent, 2015) A number of studies have built up the presence of

gender difference to be a critical factor in the utilization of LLSs (e.g Ehrman

& Oxford, 1995, Peacock & Ifo, 2003, Xue, 2015) Ehrman and Oxford

(1995) studied both language learners and teachers in an exploratary study of

gender influence on the use of LLSs by adult learners and found out that

female learners accounted for more strategy use than their male counterparts,

especially in the application of Social strategies Recently, Xue (2015)

examined the impacts of gender on the selection of language learning

strategies by 102 Chinese ESL (English for a second language) students in a British university Female students in that study reported more frequent use of

LLS&s than male, particularly Cognilive, Mcta-cognitive and Social strategic

On the contrary, numerous studies revealed that male learners were the

one used language learning strategies with preater frequency than females

For example, Wharton (2000) conducted a research of nearly 700 students in

Singapore learning Japanese and French as foreign languages regarding their

language learning strategies and affective factors ‘hat study indicated factors

influence students’ language learning including age, motivation, cultural

background, language studied, learning style, prior language learning

experience, language learnmg goals and types, numbers and frequency use of LLBs More specifically, with regards to difference in gender, the results of

the research work demonstrated that male learners showed a tendency to

ay

employ more use of LLSs both in terms of quantities of strategies and

frequency of strategies use ‘This finding confirmed 'fran’s (1988) observation

of Vietnamese refugees that male learners tend to use a greater number of

LLSs than their female counterparts

On the other hand, other studies of various national backgrounds

indicated that the aspect of gender might not be one of the main factors that

influence the choice of students’ language learning strategies For example,

Griffiths (2003) used Oxford’s Stralegy Inventory for Language Learning

(SI1.1,) to study the relationship between strategy use and course level of 348

learners Despite this relationship was found, there was proved to be little or

no effect of gender and age on the choice of LI.3s Nishet et aL (2005)

investigated the relationship between LLSs preferences and English

proficiency among 168 Chinese universily students to find out that there were

no significant differences between male and female groups in terms of strategy preferences and language proficiency

Despite numerous studies have examined the relationship between

language learning strategies of ESL learners and gender difference, this

correlation is not explicit as previous studies revealed conflicting results

Under the light of this fact, it is highly recommended that experts should

conduct more research to determine the eflect of the aspect of gender on the

utilization of language learning strategies

2.2.2 Motivation

In language learning strategies research, studies on the relationship between language learning strategies and affective factors such as motivation

have expanded to a huge extent Gardner (1985) asserted that motivation and

attitudes are the primary factors affecting individual language learning Four

components of motivation were described including goal, effort, want and

attitudes toward language learning,

One popular classification of motivation divides two different types

namely integrative motivation and instrumental motivation (Ungureanu & Georgescu, 2012) The first type of motivation refers to learners’ desire to

integrate themselves into cultures and societies of English speaking countries

(Wong & Nunan, 2011) Motivation of instrumental orientation; whereas,

deals with learners’ personal practical goals such as successful in cerlain

examinations or achieving a certain work position It was inferred that both

the instrumental and the integrative aspects, prompt to a higher level of

expertise or capacity However, the integrative aspect inspired and enhanced

the learners to acquire the targeted language more easily and expertly

(Gardner and MacIntyre, 1993)

For the most part, the aspect of the motivation should be considered as

a matter which discloses the reasons behind why individuals choose to

accomplish a specific thing, to what extent individuals have a will to maintain

various activities and how much effort they would put in such activities to

achieve their goals (Dérnyei, 2001) Accordingly, a number of research works

demonstrated that students occupied with a great level of inspiration or

motivalional orientation during the process of acquiring a language would

probably utilize a variety of effective strategies or procedures (Oxford and

Kyikos, 1989) In this way, as far as the acquisition of the language is

concerned, the level of the accomplishment may be considered as onc of the

most important components of motivation because this aspect can prompt to and bolster every kind of exercises or tasks

As (he aspect of motivation is regarded as an essential component

contributing to the success of language learning, researchers have paid a lot of

attention to learners’ challenges in the teaching and learning environments

As a result, a lot of effort has been made to investigate the relationship

between the aspect of motivation and language learning strategies According

to Pintrich and Schunk’s study (2002), motivation has an influence on

forming new attitudes to the learning process as well as affects how prior learned behaviors are performed Mochizuki (1999) conducted a study on 157

Japanese students of at a slatc-run universily in Japan to investigate the kinds

of language learning strategies used by Japanese students, factors affecting

the choices of language learning strategies, as well as the reliability of the

learner's self-cvaluation of English proficicncy With data collected from the

use of Oxford’s 80 item Strategy Inventory for Language Learning (SILL) and the results from Japanese Second Grade Test of the Society of Testing

English Proficiency (STEP), the researcher found out that Compensation

strategies were used with the highest frequency and Affective strategies were

used with the lowest frequency among Japanesc students The research also

indicated that among several factors that affected Japanese students’ choice of

strategies such as major, motivation, enjoyment of English learning and

gender, the aspect of motivation accounted for the most important factor

Another study also in the Japanese context examined the relationship

between learners’ personal factors and their choices of language learning

strategies (Tamada, 1996} Results indicate that with regards to motivation,

center learning and cvatuating learning stratogics affocted loarning strategy use ‘The research also revealed that among different learners’ personal

factors, while learners’ major, personality and proficiency did not influence

the choices of learning strategies, gender, integrative motivation and

10

insitumental motivation had significant effect It is also noteworthy that

another factor affecting selections of Japanese students’ language learning

strategies found out in this study was experiences of both studying and living

abroad

Nevertheless, it should be noted that the aspect of motivation in the

Japanese context is somewhat specific while focusing on integrative

motivation such as learners’ want to travel abroad and make international

friends According to Irie (2003) and Yashima (2000), the primary focus is

not on instrumental elements such as grades at school or future joh positions

As there is still little research on motivation and language learning strategies

inthe Vietnamese context, further research in this area is needed

2.2.3 Prior Experience of Language Learning

The aspect of having prior experience of language learning is likewise considered as one of the most important variables and it has also been

asscrtcd that this variable may influence the selection of T1.8s (Gcrami &

Baighlou, 2011) Notwithstanding, there 1s not a huge base of research works that have been conducted in order to examine the relationship between prior

experience of English learning and the utilization of LLLSs

One study extensively investigated the procedures of LLSs utilization

developed by those children who were not only eligible for going to schools but also had the capability to speak in two different languages (Purdie and

Oliver, 1999), These children mainly originated from threc distinctive major

orientations of cultures namely the Asians (this group mainly consisted of those children who could speak in the native tongue of Vietnam or China), the

Kuropeans (this group did not only consist of those children who were able to

speak in the native language of Greece but also had some individuals who

H

could speak the native language of Macedonia), and the final group which

consisted of those people who could speak in the native language of Arab

The outcomes of the research demonstrated that the learners who stayed in

Australia for a considerable duration succeeded to essentially achieve greater

mean values associated with Cognitive strategies as well as Memory

techniques The resulls of the rescarch, subscquently, show that having prior

experience of language learning may have an immense influence on the selection or preference of LLSs

‘The above-mentioned study significantly points out the significance of

having prior experience of language learning as one of those key components

that have a considerable influence on the selections of 1LLSs ‘lhe results

obtained by the above-mentioned research additionally supported the findings

of a study conducled in 1990 by the group of three well-known researchers

namely Opper, Teichler, and Carlson ‘This study concentrated on the aspect

of having an experience regarding learning through collaborative projects

with foreign settings within Europe as well as the USA The outcomes of that

study demonstrated that learning in foreign settings should be considered to have a significant level of impact on students’ thought and learning style,

particularly rogarding Icarners’ capacity to acquire a language in a

comprehensive manner (Opper, Teichler, and Carlson, 1990) The study also

hinted that various other affective factors on learners such as academic level,

foreign language proficiency, cultural background, attitude and view changes

were likewise demonstrated as the components that have contribution in the

sclcction of II.Ss The results of the study arc consistent with the findings

generated by Oxford through a research work conducted in 1996 Oxford’

study revealed that one had to consider several different variables including

cultural background and nationality that may produce a significant level of

12

impacl on the choice of LLSs Be that as it may, investigating lhe impacts of

studying or staying in a foreign country to language learning strategies, the researchers have figured out the importance of having prior experience of

language learning to the selection of I.LSs (J.avasani & Faryadres, 201 1),

13

CIIAPTER 3: METHODOLOGY 3.1 Setting

The subjects of this study are students enrolled in the joint bachelor

program majoring in Economics — Finance belwcen University of Languages and Intemational Studies, Vietnam National University, Hanoi (ULIS) and

Southern New Hampshire University, USA (SNHU) The format of the

program is thal the first two year major courses arc delivered by ULIS both in

Vietnamese and English language In addition to the SNHU modeled

curriculum for Economics — Finance major, during these first two ycars, students get additional training, in English to ensure their English proficiency

for the second two years Upon completion of the first two years, students will

be admitted to the second twa years which is a full SNHU program totally delivered in English only when meeting an academic GPA of 2.0 and English

proficiency equivalent to 530 TOEFL ITP/ 71 TOEIL IGT or 6.0 IGLTS

3.2 Participants

The questionnaire and guided narrative uscd in this sludy was sent to

206 students currently enrolied in the program To ensure rich information, the researcher chose participants from all current classes (freshmen,

sophomores, juniors and seniors) 144 students of all thasc classes returned

their responses completed fully so this is the exact number of the participants

By the time of this study, all participants had received a minimum of 3 years

of English as a foreign language as a compulsory subject at high school and at

least 5 months of intensive English training at university Their English

proficiency ranges from Elementary to Advanced level

4

3.3 Data cullection instruments and procedures

This study uses a mixed-method approach Data were collected from a

standardized Jikert-scale based questionnaire and guided narratives As

suggested by Griffiths and incegay (2016), “a mixed-method approach can

contribute to a fuller understanding of the strategy phenomenon by

approaching it from different perspectives.” (p 34)

3.3.1 Questionnaire

3.3.1.1 Description of the questionnaire

With a view lo mcasure learning stralcgy preferences of students of the

ULIS-SNHU program, the researcher used Oxford’s Strategy Inventory jor

Language Learning (SILL) version 7.0 (1989) The SILL, which has been

developed with various versions from 1986, is a summative rating scale

designed to assess the frequency of use of language learning strategies by learners of English as a foreign language

The SILI consists of 50 items with six calegorics measuring six Lypes

of learning strategies: memory strategies (9 items), cognitive strategies (14

iloms), compensation strategics (6 ilems), mclacognilive stratogies (9 ilcms), affective strategies (6 items), and social strategies (6 items) Fach part

consists of statements about strategies used by language learners such as “I

say or write new words in English soveral times” or “T look for wards in my own language that are similar to new words in English several times” with a

5-point Likert type scale: (1) Never or almost never true of me; (2) Usually

not true of me; (3) Somewhat true of me; (4) Usually true of me; (3) Always

or almost always true of me

15

Oxford (1990) has also offered the mstruction to compute and interpret

the scores following the SO strategy descriptions ‘The frequency of use of

LLSs can be grouped into three levels based on the overall averages from the

results: high frequency (3.5-5.0), medium frequency (2.5-3.4), and low

frequency (1.0-2.4)

3.3.1.2 Reliability of the questionnaire

The researcher chose the SILL questionnaire as the primary data

collection for the study firstly because the usefulness of a_ self-report

questionnaire McDonough (1997, p 171) asserted that this type of

questionnarre can afford a good deal of precision and clarity as the knowledge

needed is controlled by the questions Particularly, when discussing

advantages of strategy questionnaires such as SILL, Oxford (1992, p.33, cited

in Grilfiths 2003, p.56) considered them as “ihe mosl cost-effective mode of

strategy assessment, and are almost completely non-threatening when

administered using paper and pencil (or computer) under conditions of comlidentiality.” In fact, this assessment tool, SILL, is currently recognized as

the most comprehensive and widely used instrument for identifying strategy

preferences of language leamors throughout the world with the reliability

lovel ranging from 93 to 98 (Green & Oxford, 1995)

3.3.1.3 Questionnaire procedure

The SILL questionnaire was not lanslaled inlo Vietnamese lo avoid

unexpected misunderstanding, especially possible misinterpretation of

technical terms In addition, despite the diversity of English proficiency

levels, the respondents were cxpecled lo be proficient cnough lo undersland

the strategy statements

16