Luận văn uet it sophomores' english learning strategies for reading skills

- Chapter | reviews the theoretical background to Linglish leaming strategies for reading skills, - Chapter II details the setting, the methods, data analysis, and findings of the study,

UET IT SOPHOMORES’ ENGLISH LEARNING

STRATEGIES FOR READING SKILLS: AN

EXPLORATORY RESEARCH

NGHTEN CUU CHIEN LUQC HOC TIENG ANH DANH CHO KY NANG

DOC CUA SINH VIEN NAM THỨ HAI TRƯỜNG ĐẠI HOC CONG NGHỆ,

ĐẠI HỌC QUỐC GIA HA NỘI

M.A THESIS

MINOR THESIS

FIELD: METHODOLOGY CODE: 601410

HANOT - 2010

UET IT SOPHOMORES?ENGLISH LEARNING

STRATEGIES FOR READING SKILLS: AN

EXPLORATORY RESEARCH

NGHIÊN CỨU CHIẾN LUOC HOC TIENG ANH DANH CHO KY NANG

BOC CUA SINH VIEN NAM THU HAI TRƯỜNG ĐẠI HỌC CÔNG NGHẸ,

ĐẠI HỌC QUỐC GIA HA NOI

HANOT - 2010

TABLE OF CONTENT Acknowkdgements

4, Methods of the study

Scope of the stndy

a Significance: of the sindy

Design of the study

PART TWO - DEVELOPMENT

CHAPTER 1 —LITERATURE REVIEW

LLL, Language learning strategies

LLL Definitions of language learning stralegies

„

1.1.2 Features of language learning strategies

L1.3 Importance of language learning strategies

1.1.4 ‘Types of langnage leaming strategies

1.2 Language learning strategies for reading skills

12.1, Direct learning strategies

12.1.1 Memory strategies 1.2.1.2, Cognitive sirategies 42.13 Compensation strategies 1.2.2 Indirect learning strategies

1.2.2} Metacognitive strategies

12.2.2 Affective strategies 7.2.2.3 Social strategies

CHAPTER2 THE STUDY

111 ‘The setting of the study

ta

.

second language acquisition, O'Malley and Chamot (1990) regarded language learning

slratcgics as "the special thoughts of behaviors that individuals use to help then

comprehend, learn or retain new information." (p 23) Building on work tor teachers,

Oxford (1990) referred to language learning strategies as "specific actions, behaviors, steps

or techniques students use - often intentionally - to imprave their progress in developing language skills These strategies can facilitate the internalization, storage, retrieval or use

of new language Strategies are tools for the self-directed involvement necessary for developing communicative ability." (p 7) Finally, Nunan (1999) defined thal "language

learning siraleyies are the mental and communicative provesses that learners deplay to

learn a second language." He stated that underlying every language learning task is at least

one stralogy, but in most classrooms, learnors are imaware of the strategies undeslying the learning tasks they are engaged (p 55)

Among all the definitions listed above, the one proposed by Oxford (1990) scoms to be the most comprehensive Tarone's definition (1983) focused too much on the product of language learning strategies, which is linguistic and sociolinguistic competence Rubin (1987), on the other hand, with the assumption that language leaming is like other kinds of

learning, restricted the use of language learning strategies to vocabulary practice (p 23) In

other words, when following Rubin's definition, interactional communication strategies will not be considered as she noted thal “although use of communication strategies may ead to learning, the purpose for their use 1s better communication" (p 26), O'Malley and Chamot (1990) defined language learning strategies basing on psychological approach

‘Nunan (1999) sccmed lo forgel the cmnotional processes that leamers may deploy to learn a second language Only Oxford's definition (L990) emphasized on the processes of language learning as well as the characteristics of language learning strategies To put it another way what Oxford's definition contains is a collcetive description of what individual leamcrs do

to achieve communicative competence in a language in a self-directed fashion, either consciously or unconsciously

Language learning strategies contribute to all parts of the learning acquisition contimmun They are appticabl: tn a wide varicly of langunge learning tasks, ranging fom rather discrctc and isolated tasks such as vocabulary and pronunciation or grammar, to intcerative tasks like oral communication and reading comprehension

- Chapter | reviews the theoretical background to Linglish leaming strategies for reading skills,

- Chapter II details the setting, the methods, data analysis, and findings of the study,

- Chapter III is centered around the author’ suggestions on integrating the introduction and practice of English learning strategies inlo the learning and teaching syllabus for sludsnis

of Information Technology Faculty, University of Engineering and Technology

‘The conolusion, apart from summarizing the main issues so far touched upon in the study, proposes dircetions for future rascarch

PART II - DEVELOPMENT CHAPTER I- THEORETICAT BACKGROUND TO THE STUDY L1 Language karning strategies

L.1.1, Defluitions of language learning strategies

Over the past thirty years, there has been a growing amount of research into leaning strategies Whal is considered by many to be the pioneering work in the fiskd of language learning strategies was carried out in the mid seventies of the twentieth century by such researchers as Rubin (1975) or Stem (1975) However, despite the current interest in learning slylzs and strategies, investigations into the offeel of leaner stralegy Lraining are relatively uncommon, and results are rather mixed That is why, the language learning strategy field continues ta be characterized by “no consensus” (O’Malley et al., 1985.22) and tha concep! of language Icarning strategies ilself remains “fiwxy” (Ellis, 1994:529) Tn oller words, up lo now, there is no consensus on the definition of the lerm "language learning strategies."

Karly on, ‘Tarone (1983) defined language learning strategies as "an attempt to develop linguistic and sociolinguistic competence in the target language." (p 13) In # helpful

survey arlicl:, Weinstein and Mayer (1986) dofined loaring siralsgiss broadly as

"behaviors and thoughts that a learner engages in during learning" which are "intended to influence the learner's encoiing process” (p 315) Mayer (1988) more specifically defined

learning slralegics as "behaviors of a learner that are intended to influence how the learner

processes information" (p 11) Betore that, Rubin (1987) wrote that language learning

strategies ate "strategies which contribute to the development of the language systent

which the learner constructs and affect learning directly." (p 23) They could be any sets

of operations, steps, plans or routines used by learners which aftizct the language learning process In other words, language learning strategies are what learners do to leam and

rogulate their langunge learning,

Wonder and Rribin (1987) pointed out thal language earning strategies have to consider different aspects of the language learning process She identified three areas in particular that language learning strategies refer to: the actual behavior of leamers (what leamers do

to learn a language), strategic knowledge (what learners know about the strategies they usc), and knowledge about aspeets (other than strategics) (p 6) Later, in their study on

PART I - INTRODUCTION

1 Rationale

English is a computsory subject lo students of Information Tochnology Faculiy OT Faculty), University of Engineering and Technology (UET), Vietnam National University

(VNU) Any student who wants to earn an IT’ degree needs to take four English courses

with 14 credils Though the required level of English courses is only pre-intermediate, a lot

of students find it hard to pass the courses, not to mention to have high grades, It is even more surprising to find that the majority of students attending information ‘Technology Faculty, Universily of Bngincering and Technology have loan English for at toast three

‘years at high school before going to college One of their problems with learning this language is that all they have tried to do is memorization instead of having appropriate

English leming siralc 2 strategies are nol only essential lo siudenls whil

lcaming English al college but also useful for their own sclf-study ones Uicy graduate, It is

no doubt that Information Technology students need English tor their future jobs

Among all the English skills Information Technology students learn at college, reading skills is the one thal is paid much allention within the course syllabus TT students spend more lem 8 quariar of their tite in class lowning roading skills among all the language skills and elements Reading skills also accounts for 50% of the grades students may get in English exams Reading skills is also the skills that [f students use the most after graduation, Bosides, il is widely belicved among (cachers that knowledge is immense (IT is

an ever-changmg, field) and thus, there is no pout in trying to teach students everything, More importantly, teachers should motivate them to leam and teach them how to Ieam so that they can study by themselves and for themsclves Accordingly, during the teaching and learning process, special emphasis is placed on creating a positive leaming environment, developing students’ autonomy and creativity, teaching stady skills, and building shuekmts? confidence Thal is why teachars al English {or Taformution Technology Dirision, English Faculty, University of Languages and International Studies wish to introduce students with English leaming strategies for reading skills But before inlroducing those skitts, it is necessary to investigals what IT sludonts alroady know and

what they do not This exploratory research is done for that intention

PART I - INTRODUCTION

1 Rationale

English is a computsory subject lo students of Information Tochnology Faculiy OT Faculty), University of Engineering and Technology (UET), Vietnam National University

(VNU) Any student who wants to earn an IT’ degree needs to take four English courses

with 14 credils Though the required level of English courses is only pre-intermediate, a lot

of students find it hard to pass the courses, not to mention to have high grades, It is even more surprising to find that the majority of students attending information ‘Technology Faculty, Universily of Bngincering and Technology have loan English for at toast three

‘years at high school before going to college One of their problems with learning this language is that all they have tried to do is memorization instead of having appropriate

English leming siralc 2 strategies are nol only essential lo siudenls whil

lcaming English al college but also useful for their own sclf-study ones Uicy graduate, It is

no doubt that Information Technology students need English tor their future jobs

Among all the English skills Information Technology students learn at college, reading skills is the one thal is paid much allention within the course syllabus TT students spend more lem 8 quariar of their tite in class lowning roading skills among all the language skills and elements Reading skills also accounts for 50% of the grades students may get in English exams Reading skills is also the skills that [f students use the most after graduation, Bosides, il is widely belicved among (cachers that knowledge is immense (IT is

an ever-changmg, field) and thus, there is no pout in trying to teach students everything, More importantly, teachers should motivate them to leam and teach them how to Ieam so that they can study by themselves and for themsclves Accordingly, during the teaching and learning process, special emphasis is placed on creating a positive leaming environment, developing students’ autonomy and creativity, teaching stady skills, and building shuekmts? confidence Thal is why teachars al English {or Taformution Technology Dirision, English Faculty, University of Languages and International Studies wish to introduce students with English leaming strategies for reading skills But before inlroducing those skitts, it is necessary to investigals what IT sludonts alroady know and

what they do not This exploratory research is done for that intention

- Chapter | reviews the theoretical background to Linglish leaming strategies for reading skills,

- Chapter II details the setting, the methods, data analysis, and findings of the study,

- Chapter III is centered around the author’ suggestions on integrating the introduction and practice of English learning strategies inlo the learning and teaching syllabus for sludsnis

of Information Technology Faculty, University of Engineering and Technology

‘The conolusion, apart from summarizing the main issues so far touched upon in the study, proposes dircetions for future rascarch

2 Purposes of the study

of this sludy is to explore the English learning strategi

skills that sophomores of Information Technology Faculty, University of Engineering and Technology have already used It wishes to achieve the three primary aims

6) to know IT sophomors:

reading skills

ii) to explore the learning strategies that sophomores of IT" Faculty have already used in

awareness and allilude lowards Finglish learning

their roading process

Gii) to propose some suggestions to the teachers on integrating the introduction and practice of English learning strategies for reading skills into the syllabus

3 Research questions

The exploratory research is intended to answer the following questions

() Resoarch question 1: What ars the attitudes of Information Tcelmolagy sophomores, University of Enginccring and Teclmology, towards English learning stralogiss for reading skills?

(i) Research question 2: What are Lnglish learning strategies for reading skills that Informution Technology suphornores, University of Engincering and Technology, have already used?

4 Methods of the study

In view of the exploratory nature of the study, the source which is used to collect the data

is fiom a survey conducted on sophomores of Information Technology Kaculty, University

of Engineering and ‘Technology, Vietnam National University, Hanoi, who are currently in

alludes:

their third terra of tgarning Fnglish al collage, lo investigals studonls? awareness,

towards English learning strategies for reading skills, as well as the strategies they have been using so far ‘Yherefore, this exploratory takes a quantitative approach Besides online goneral guide interviews are also donc on some randomly selecled subjects to know the underlying reasons for their attitudinal and behavioral answers in the survey

Basing on the resuits obtained, the researcher will propose some suggestions on integrating the inlroduction and practice of those stratogics mo the reading syllabus

- Chapter | reviews the theoretical background to Linglish leaming strategies for reading skills,

- Chapter II details the setting, the methods, data analysis, and findings of the study,

- Chapter III is centered around the author’ suggestions on integrating the introduction and practice of English learning strategies inlo the learning and teaching syllabus for sludsnis

of Information Technology Faculty, University of Engineering and Technology

‘The conolusion, apart from summarizing the main issues so far touched upon in the study, proposes dircetions for future rascarch

- Chapter | reviews the theoretical background to Linglish leaming strategies for reading skills,

- Chapter II details the setting, the methods, data analysis, and findings of the study,

- Chapter III is centered around the author’ suggestions on integrating the introduction and practice of English learning strategies inlo the learning and teaching syllabus for sludsnis

of Information Technology Faculty, University of Engineering and Technology

‘The conolusion, apart from summarizing the main issues so far touched upon in the study, proposes dircetions for future rascarch

2 Purposes of the study

of this sludy is to explore the English learning strategi

skills that sophomores of Information Technology Faculty, University of Engineering and Technology have already used It wishes to achieve the three primary aims

6) to know IT sophomors:

reading skills

ii) to explore the learning strategies that sophomores of IT" Faculty have already used in

awareness and allilude lowards Finglish learning

their roading process

Gii) to propose some suggestions to the teachers on integrating the introduction and practice of English learning strategies for reading skills into the syllabus

3 Research questions

The exploratory research is intended to answer the following questions

() Resoarch question 1: What ars the attitudes of Information Tcelmolagy sophomores, University of Enginccring and Teclmology, towards English learning stralogiss for reading skills?

(i) Research question 2: What are Lnglish learning strategies for reading skills that Informution Technology suphornores, University of Engincering and Technology, have already used?

4 Methods of the study

In view of the exploratory nature of the study, the source which is used to collect the data

is fiom a survey conducted on sophomores of Information Technology Kaculty, University

of Engineering and ‘Technology, Vietnam National University, Hanoi, who are currently in

alludes:

their third terra of tgarning Fnglish al collage, lo investigals studonls? awareness,

towards English learning strategies for reading skills, as well as the strategies they have been using so far ‘Yherefore, this exploratory takes a quantitative approach Besides online goneral guide interviews are also donc on some randomly selecled subjects to know the underlying reasons for their attitudinal and behavioral answers in the survey

Basing on the resuits obtained, the researcher will propose some suggestions on integrating the inlroduction and practice of those stratogics mo the reading syllabus

second language acquisition, O'Malley and Chamot (1990) regarded language learning

slratcgics as "the special thoughts of behaviors that individuals use to help then

comprehend, learn or retain new information." (p 23) Building on work tor teachers,

Oxford (1990) referred to language learning strategies as "specific actions, behaviors, steps

or techniques students use - often intentionally - to imprave their progress in developing language skills These strategies can facilitate the internalization, storage, retrieval or use

of new language Strategies are tools for the self-directed involvement necessary for developing communicative ability." (p 7) Finally, Nunan (1999) defined thal "language

learning siraleyies are the mental and communicative provesses that learners deplay to

learn a second language." He stated that underlying every language learning task is at least

one stralogy, but in most classrooms, learnors are imaware of the strategies undeslying the learning tasks they are engaged (p 55)

Among all the definitions listed above, the one proposed by Oxford (1990) scoms to be the most comprehensive Tarone's definition (1983) focused too much on the product of language learning strategies, which is linguistic and sociolinguistic competence Rubin (1987), on the other hand, with the assumption that language leaming is like other kinds of

learning, restricted the use of language learning strategies to vocabulary practice (p 23) In

other words, when following Rubin's definition, interactional communication strategies will not be considered as she noted thal “although use of communication strategies may ead to learning, the purpose for their use 1s better communication" (p 26), O'Malley and Chamot (1990) defined language learning strategies basing on psychological approach

‘Nunan (1999) sccmed lo forgel the cmnotional processes that leamers may deploy to learn a second language Only Oxford's definition (L990) emphasized on the processes of language learning as well as the characteristics of language learning strategies To put it another way what Oxford's definition contains is a collcetive description of what individual leamcrs do

to achieve communicative competence in a language in a self-directed fashion, either consciously or unconsciously

Language learning strategies contribute to all parts of the learning acquisition contimmun They are appticabl: tn a wide varicly of langunge learning tasks, ranging fom rather discrctc and isolated tasks such as vocabulary and pronunciation or grammar, to intcerative tasks like oral communication and reading comprehension

second language acquisition, O'Malley and Chamot (1990) regarded language learning

slratcgics as "the special thoughts of behaviors that individuals use to help then

comprehend, learn or retain new information." (p 23) Building on work tor teachers,

Oxford (1990) referred to language learning strategies as "specific actions, behaviors, steps

or techniques students use - often intentionally - to imprave their progress in developing language skills These strategies can facilitate the internalization, storage, retrieval or use

of new language Strategies are tools for the self-directed involvement necessary for developing communicative ability." (p 7) Finally, Nunan (1999) defined thal "language

learning siraleyies are the mental and communicative provesses that learners deplay to

learn a second language." He stated that underlying every language learning task is at least

one stralogy, but in most classrooms, learnors are imaware of the strategies undeslying the learning tasks they are engaged (p 55)

Among all the definitions listed above, the one proposed by Oxford (1990) scoms to be the most comprehensive Tarone's definition (1983) focused too much on the product of language learning strategies, which is linguistic and sociolinguistic competence Rubin (1987), on the other hand, with the assumption that language leaming is like other kinds of

learning, restricted the use of language learning strategies to vocabulary practice (p 23) In

other words, when following Rubin's definition, interactional communication strategies will not be considered as she noted thal “although use of communication strategies may ead to learning, the purpose for their use 1s better communication" (p 26), O'Malley and Chamot (1990) defined language learning strategies basing on psychological approach

‘Nunan (1999) sccmed lo forgel the cmnotional processes that leamers may deploy to learn a second language Only Oxford's definition (L990) emphasized on the processes of language learning as well as the characteristics of language learning strategies To put it another way what Oxford's definition contains is a collcetive description of what individual leamcrs do

to achieve communicative competence in a language in a self-directed fashion, either consciously or unconsciously

Language learning strategies contribute to all parts of the learning acquisition contimmun They are appticabl: tn a wide varicly of langunge learning tasks, ranging fom rather discrctc and isolated tasks such as vocabulary and pronunciation or grammar, to intcerative tasks like oral communication and reading comprehension

PART I - INTRODUCTION

1 Rationale

English is a computsory subject lo students of Information Tochnology Faculiy OT Faculty), University of Engineering and Technology (UET), Vietnam National University

(VNU) Any student who wants to earn an IT’ degree needs to take four English courses

with 14 credils Though the required level of English courses is only pre-intermediate, a lot

of students find it hard to pass the courses, not to mention to have high grades, It is even more surprising to find that the majority of students attending information ‘Technology Faculty, Universily of Bngincering and Technology have loan English for at toast three

‘years at high school before going to college One of their problems with learning this language is that all they have tried to do is memorization instead of having appropriate

English leming siralc 2 strategies are nol only essential lo siudenls whil

lcaming English al college but also useful for their own sclf-study ones Uicy graduate, It is

no doubt that Information Technology students need English tor their future jobs

Among all the English skills Information Technology students learn at college, reading skills is the one thal is paid much allention within the course syllabus TT students spend more lem 8 quariar of their tite in class lowning roading skills among all the language skills and elements Reading skills also accounts for 50% of the grades students may get in English exams Reading skills is also the skills that [f students use the most after graduation, Bosides, il is widely belicved among (cachers that knowledge is immense (IT is

an ever-changmg, field) and thus, there is no pout in trying to teach students everything, More importantly, teachers should motivate them to leam and teach them how to Ieam so that they can study by themselves and for themsclves Accordingly, during the teaching and learning process, special emphasis is placed on creating a positive leaming environment, developing students’ autonomy and creativity, teaching stady skills, and building shuekmts? confidence Thal is why teachars al English {or Taformution Technology Dirision, English Faculty, University of Languages and International Studies wish to introduce students with English leaming strategies for reading skills But before inlroducing those skitts, it is necessary to investigals what IT sludonts alroady know and

what they do not This exploratory research is done for that intention

5, Scope of the study

The present study operates within the following scape:

@ English learning strategies for reading skills include both direct strategies (which involve the English language in the reading process) and indirect ones (which support the

(ii) Even thongh the students in the Faculty of Information ‘fechnology, University of

Enginocring and Technology have lo allend four scmostors of Engtish, the subjects ghoson for this research are in the their third semester As the students have experienced two semesters learning English at college and have developed self-study competence, their responses will bolter reflect the reality Tho study will, therefore, have more practicat

implications as well as applicable suggestions

6, Significance of the study

Despite the fact that the research only explores the learning strategies for reading skills that students have becn using, its significance is remarkable

‘Theoretically, it touches upon the issue of leaming strategies which is normally overlooked

in the process of learning and teaching in Vietnam while self-stuty is presenlly having great impacts on the society, especially in education, and is currently drawing lots of

attention from educators and ELT professional Particularly, it is carried out in the context

ofa university — an academic institution where learners are supposed la make full use of self:study competence and teachers are increasingly encouraged to play the role of a facilitator Practically, its tesults are hoped to provide teachers with a picture of students’ learning strategies therefore, teachers of English for Information Technology Division, English Faculty, University of Languages and Taternational Studics eam base on tới to integrate the introduction and practice of English learning strategies into the teaching syllabus

7 Design of the study

‘This study consists of three parts: introduction, development, and conclusion

The introduction presents the rationale, purpose, research questions, scope, significance,

and «lasign of the study

The development comprises three chapters

PART II - DEVELOPMENT CHAPTER I- THEORETICAT BACKGROUND TO THE STUDY L1 Language karning strategies

L.1.1, Defluitions of language learning strategies

Over the past thirty years, there has been a growing amount of research into leaning strategies Whal is considered by many to be the pioneering work in the fiskd of language learning strategies was carried out in the mid seventies of the twentieth century by such researchers as Rubin (1975) or Stem (1975) However, despite the current interest in learning slylzs and strategies, investigations into the offeel of leaner stralegy Lraining are relatively uncommon, and results are rather mixed That is why, the language learning strategy field continues ta be characterized by “no consensus” (O’Malley et al., 1985.22) and tha concep! of language Icarning strategies ilself remains “fiwxy” (Ellis, 1994:529) Tn oller words, up lo now, there is no consensus on the definition of the lerm "language learning strategies."

Karly on, ‘Tarone (1983) defined language learning strategies as "an attempt to develop linguistic and sociolinguistic competence in the target language." (p 13) In # helpful

survey arlicl:, Weinstein and Mayer (1986) dofined loaring siralsgiss broadly as

"behaviors and thoughts that a learner engages in during learning" which are "intended to influence the learner's encoiing process” (p 315) Mayer (1988) more specifically defined

learning slralegics as "behaviors of a learner that are intended to influence how the learner

processes information" (p 11) Betore that, Rubin (1987) wrote that language learning

strategies ate "strategies which contribute to the development of the language systent

which the learner constructs and affect learning directly." (p 23) They could be any sets

of operations, steps, plans or routines used by learners which aftizct the language learning process In other words, language learning strategies are what learners do to leam and

rogulate their langunge learning,

Wonder and Rribin (1987) pointed out thal language earning strategies have to consider different aspects of the language learning process She identified three areas in particular that language learning strategies refer to: the actual behavior of leamers (what leamers do

to learn a language), strategic knowledge (what learners know about the strategies they usc), and knowledge about aspeets (other than strategics) (p 6) Later, in their study on

5, Scope of the study

The present study operates within the following scape:

@ English learning strategies for reading skills include both direct strategies (which involve the English language in the reading process) and indirect ones (which support the

(ii) Even thongh the students in the Faculty of Information ‘fechnology, University of

Enginocring and Technology have lo allend four scmostors of Engtish, the subjects ghoson for this research are in the their third semester As the students have experienced two semesters learning English at college and have developed self-study competence, their responses will bolter reflect the reality Tho study will, therefore, have more practicat

implications as well as applicable suggestions

6, Significance of the study

Despite the fact that the research only explores the learning strategies for reading skills that students have becn using, its significance is remarkable

‘Theoretically, it touches upon the issue of leaming strategies which is normally overlooked

in the process of learning and teaching in Vietnam while self-stuty is presenlly having great impacts on the society, especially in education, and is currently drawing lots of

attention from educators and ELT professional Particularly, it is carried out in the context

ofa university — an academic institution where learners are supposed la make full use of self:study competence and teachers are increasingly encouraged to play the role of a facilitator Practically, its tesults are hoped to provide teachers with a picture of students’ learning strategies therefore, teachers of English for Information Technology Division, English Faculty, University of Languages and Taternational Studics eam base on tới to integrate the introduction and practice of English learning strategies into the teaching syllabus

7 Design of the study

‘This study consists of three parts: introduction, development, and conclusion

The introduction presents the rationale, purpose, research questions, scope, significance,

and «lasign of the study

The development comprises three chapters

second language acquisition, O'Malley and Chamot (1990) regarded language learning

slratcgics as "the special thoughts of behaviors that individuals use to help then

comprehend, learn or retain new information." (p 23) Building on work tor teachers,

Oxford (1990) referred to language learning strategies as "specific actions, behaviors, steps

or techniques students use - often intentionally - to imprave their progress in developing language skills These strategies can facilitate the internalization, storage, retrieval or use

of new language Strategies are tools for the self-directed involvement necessary for developing communicative ability." (p 7) Finally, Nunan (1999) defined thal "language

learning siraleyies are the mental and communicative provesses that learners deplay to

learn a second language." He stated that underlying every language learning task is at least

one stralogy, but in most classrooms, learnors are imaware of the strategies undeslying the learning tasks they are engaged (p 55)

Among all the definitions listed above, the one proposed by Oxford (1990) scoms to be the most comprehensive Tarone's definition (1983) focused too much on the product of language learning strategies, which is linguistic and sociolinguistic competence Rubin (1987), on the other hand, with the assumption that language leaming is like other kinds of

learning, restricted the use of language learning strategies to vocabulary practice (p 23) In

other words, when following Rubin's definition, interactional communication strategies will not be considered as she noted thal “although use of communication strategies may ead to learning, the purpose for their use 1s better communication" (p 26), O'Malley and Chamot (1990) defined language learning strategies basing on psychological approach

‘Nunan (1999) sccmed lo forgel the cmnotional processes that leamers may deploy to learn a second language Only Oxford's definition (L990) emphasized on the processes of language learning as well as the characteristics of language learning strategies To put it another way what Oxford's definition contains is a collcetive description of what individual leamcrs do

to achieve communicative competence in a language in a self-directed fashion, either consciously or unconsciously

Language learning strategies contribute to all parts of the learning acquisition contimmun They are appticabl: tn a wide varicly of langunge learning tasks, ranging fom rather discrctc and isolated tasks such as vocabulary and pronunciation or grammar, to intcerative tasks like oral communication and reading comprehension

1I.2 The sấy

11.2.1 Methodology

H2.11 Participants 1121.2 Research approach

4121.3 Data collection

11.2.2 Data analysis

H2.2.4 Awareness and attitudes towards English learning strategies

for reading skills

11.222 Learning strategies for reading skills used hy sophomores of 1

Faculty

11.2.3 Finding

CHAPTER 3 — RECOMMENDATIONS

TLL Raising students" awarcniess

IIL2 Sclecting strategies

LLL3 Integrating strategies into reading syllabus

TILA, Focusing on indireel stralcgios

- Chapter | reviews the theoretical background to Linglish leaming strategies for reading skills,

- Chapter II details the setting, the methods, data analysis, and findings of the study,

- Chapter III is centered around the author’ suggestions on integrating the introduction and practice of English learning strategies inlo the learning and teaching syllabus for sludsnis

of Information Technology Faculty, University of Engineering and Technology

‘The conolusion, apart from summarizing the main issues so far touched upon in the study, proposes dircetions for future rascarch

PART II - DEVELOPMENT CHAPTER I- THEORETICAT BACKGROUND TO THE STUDY L1 Language karning strategies

L.1.1, Defluitions of language learning strategies

Over the past thirty years, there has been a growing amount of research into leaning strategies Whal is considered by many to be the pioneering work in the fiskd of language learning strategies was carried out in the mid seventies of the twentieth century by such researchers as Rubin (1975) or Stem (1975) However, despite the current interest in learning slylzs and strategies, investigations into the offeel of leaner stralegy Lraining are relatively uncommon, and results are rather mixed That is why, the language learning strategy field continues ta be characterized by “no consensus” (O’Malley et al., 1985.22) and tha concep! of language Icarning strategies ilself remains “fiwxy” (Ellis, 1994:529) Tn oller words, up lo now, there is no consensus on the definition of the lerm "language learning strategies."

Karly on, ‘Tarone (1983) defined language learning strategies as "an attempt to develop linguistic and sociolinguistic competence in the target language." (p 13) In # helpful

survey arlicl:, Weinstein and Mayer (1986) dofined loaring siralsgiss broadly as

"behaviors and thoughts that a learner engages in during learning" which are "intended to influence the learner's encoiing process” (p 315) Mayer (1988) more specifically defined

learning slralegics as "behaviors of a learner that are intended to influence how the learner

processes information" (p 11) Betore that, Rubin (1987) wrote that language learning

strategies ate "strategies which contribute to the development of the language systent

which the learner constructs and affect learning directly." (p 23) They could be any sets

of operations, steps, plans or routines used by learners which aftizct the language learning process In other words, language learning strategies are what learners do to leam and

rogulate their langunge learning,

Wonder and Rribin (1987) pointed out thal language earning strategies have to consider different aspects of the language learning process She identified three areas in particular that language learning strategies refer to: the actual behavior of leamers (what leamers do

to learn a language), strategic knowledge (what learners know about the strategies they usc), and knowledge about aspeets (other than strategics) (p 6) Later, in their study on

PART I - INTRODUCTION

1 Rationale

English is a computsory subject lo students of Information Tochnology Faculiy OT Faculty), University of Engineering and Technology (UET), Vietnam National University

(VNU) Any student who wants to earn an IT’ degree needs to take four English courses

with 14 credils Though the required level of English courses is only pre-intermediate, a lot

of students find it hard to pass the courses, not to mention to have high grades, It is even more surprising to find that the majority of students attending information ‘Technology Faculty, Universily of Bngincering and Technology have loan English for at toast three

‘years at high school before going to college One of their problems with learning this language is that all they have tried to do is memorization instead of having appropriate

English leming siralc 2 strategies are nol only essential lo siudenls whil

lcaming English al college but also useful for their own sclf-study ones Uicy graduate, It is

no doubt that Information Technology students need English tor their future jobs

Among all the English skills Information Technology students learn at college, reading skills is the one thal is paid much allention within the course syllabus TT students spend more lem 8 quariar of their tite in class lowning roading skills among all the language skills and elements Reading skills also accounts for 50% of the grades students may get in English exams Reading skills is also the skills that [f students use the most after graduation, Bosides, il is widely belicved among (cachers that knowledge is immense (IT is

an ever-changmg, field) and thus, there is no pout in trying to teach students everything, More importantly, teachers should motivate them to leam and teach them how to Ieam so that they can study by themselves and for themsclves Accordingly, during the teaching and learning process, special emphasis is placed on creating a positive leaming environment, developing students’ autonomy and creativity, teaching stady skills, and building shuekmts? confidence Thal is why teachars al English {or Taformution Technology Dirision, English Faculty, University of Languages and International Studies wish to introduce students with English leaming strategies for reading skills But before inlroducing those skitts, it is necessary to investigals what IT sludonts alroady know and

what they do not This exploratory research is done for that intention

second language acquisition, O'Malley and Chamot (1990) regarded language learning

slratcgics as "the special thoughts of behaviors that individuals use to help then

comprehend, learn or retain new information." (p 23) Building on work tor teachers,

Oxford (1990) referred to language learning strategies as "specific actions, behaviors, steps

or techniques students use - often intentionally - to imprave their progress in developing language skills These strategies can facilitate the internalization, storage, retrieval or use

of new language Strategies are tools for the self-directed involvement necessary for developing communicative ability." (p 7) Finally, Nunan (1999) defined thal "language

learning siraleyies are the mental and communicative provesses that learners deplay to

learn a second language." He stated that underlying every language learning task is at least

one stralogy, but in most classrooms, learnors are imaware of the strategies undeslying the learning tasks they are engaged (p 55)

Among all the definitions listed above, the one proposed by Oxford (1990) scoms to be the most comprehensive Tarone's definition (1983) focused too much on the product of language learning strategies, which is linguistic and sociolinguistic competence Rubin (1987), on the other hand, with the assumption that language leaming is like other kinds of

learning, restricted the use of language learning strategies to vocabulary practice (p 23) In

other words, when following Rubin's definition, interactional communication strategies will not be considered as she noted thal “although use of communication strategies may ead to learning, the purpose for their use 1s better communication" (p 26), O'Malley and Chamot (1990) defined language learning strategies basing on psychological approach

‘Nunan (1999) sccmed lo forgel the cmnotional processes that leamers may deploy to learn a second language Only Oxford's definition (L990) emphasized on the processes of language learning as well as the characteristics of language learning strategies To put it another way what Oxford's definition contains is a collcetive description of what individual leamcrs do

to achieve communicative competence in a language in a self-directed fashion, either consciously or unconsciously

Language learning strategies contribute to all parts of the learning acquisition contimmun They are appticabl: tn a wide varicly of langunge learning tasks, ranging fom rather discrctc and isolated tasks such as vocabulary and pronunciation or grammar, to intcerative tasks like oral communication and reading comprehension

second language acquisition, O'Malley and Chamot (1990) regarded language learning

slratcgics as "the special thoughts of behaviors that individuals use to help then

comprehend, learn or retain new information." (p 23) Building on work tor teachers,

Oxford (1990) referred to language learning strategies as "specific actions, behaviors, steps

or techniques students use - often intentionally - to imprave their progress in developing language skills These strategies can facilitate the internalization, storage, retrieval or use

of new language Strategies are tools for the self-directed involvement necessary for developing communicative ability." (p 7) Finally, Nunan (1999) defined thal "language

learning siraleyies are the mental and communicative provesses that learners deplay to

learn a second language." He stated that underlying every language learning task is at least

one stralogy, but in most classrooms, learnors are imaware of the strategies undeslying the learning tasks they are engaged (p 55)

Among all the definitions listed above, the one proposed by Oxford (1990) scoms to be the most comprehensive Tarone's definition (1983) focused too much on the product of language learning strategies, which is linguistic and sociolinguistic competence Rubin (1987), on the other hand, with the assumption that language leaming is like other kinds of

learning, restricted the use of language learning strategies to vocabulary practice (p 23) In

other words, when following Rubin's definition, interactional communication strategies will not be considered as she noted thal “although use of communication strategies may ead to learning, the purpose for their use 1s better communication" (p 26), O'Malley and Chamot (1990) defined language learning strategies basing on psychological approach

‘Nunan (1999) sccmed lo forgel the cmnotional processes that leamers may deploy to learn a second language Only Oxford's definition (L990) emphasized on the processes of language learning as well as the characteristics of language learning strategies To put it another way what Oxford's definition contains is a collcetive description of what individual leamcrs do

to achieve communicative competence in a language in a self-directed fashion, either consciously or unconsciously

Language learning strategies contribute to all parts of the learning acquisition contimmun They are appticabl: tn a wide varicly of langunge learning tasks, ranging fom rather discrctc and isolated tasks such as vocabulary and pronunciation or grammar, to intcerative tasks like oral communication and reading comprehension

5, Scope of the study

The present study operates within the following scape:

@ English learning strategies for reading skills include both direct strategies (which involve the English language in the reading process) and indirect ones (which support the

(ii) Even thongh the students in the Faculty of Information ‘fechnology, University of

Enginocring and Technology have lo allend four scmostors of Engtish, the subjects ghoson for this research are in the their third semester As the students have experienced two semesters learning English at college and have developed self-study competence, their responses will bolter reflect the reality Tho study will, therefore, have more practicat

implications as well as applicable suggestions

6, Significance of the study

Despite the fact that the research only explores the learning strategies for reading skills that students have becn using, its significance is remarkable

‘Theoretically, it touches upon the issue of leaming strategies which is normally overlooked

in the process of learning and teaching in Vietnam while self-stuty is presenlly having great impacts on the society, especially in education, and is currently drawing lots of

attention from educators and ELT professional Particularly, it is carried out in the context

ofa university — an academic institution where learners are supposed la make full use of self:study competence and teachers are increasingly encouraged to play the role of a facilitator Practically, its tesults are hoped to provide teachers with a picture of students’ learning strategies therefore, teachers of English for Information Technology Division, English Faculty, University of Languages and Taternational Studics eam base on tới to integrate the introduction and practice of English learning strategies into the teaching syllabus

7 Design of the study

‘This study consists of three parts: introduction, development, and conclusion

The introduction presents the rationale, purpose, research questions, scope, significance,

and «lasign of the study

The development comprises three chapters

PART II - DEVELOPMENT CHAPTER I- THEORETICAT BACKGROUND TO THE STUDY L1 Language karning strategies

L.1.1, Defluitions of language learning strategies

Over the past thirty years, there has been a growing amount of research into leaning strategies Whal is considered by many to be the pioneering work in the fiskd of language learning strategies was carried out in the mid seventies of the twentieth century by such researchers as Rubin (1975) or Stem (1975) However, despite the current interest in learning slylzs and strategies, investigations into the offeel of leaner stralegy Lraining are relatively uncommon, and results are rather mixed That is why, the language learning strategy field continues ta be characterized by “no consensus” (O’Malley et al., 1985.22) and tha concep! of language Icarning strategies ilself remains “fiwxy” (Ellis, 1994:529) Tn oller words, up lo now, there is no consensus on the definition of the lerm "language learning strategies."

Karly on, ‘Tarone (1983) defined language learning strategies as "an attempt to develop linguistic and sociolinguistic competence in the target language." (p 13) In # helpful

survey arlicl:, Weinstein and Mayer (1986) dofined loaring siralsgiss broadly as

"behaviors and thoughts that a learner engages in during learning" which are "intended to influence the learner's encoiing process” (p 315) Mayer (1988) more specifically defined

learning slralegics as "behaviors of a learner that are intended to influence how the learner

processes information" (p 11) Betore that, Rubin (1987) wrote that language learning

strategies ate "strategies which contribute to the development of the language systent

which the learner constructs and affect learning directly." (p 23) They could be any sets

of operations, steps, plans or routines used by learners which aftizct the language learning process In other words, language learning strategies are what learners do to leam and

rogulate their langunge learning,

Wonder and Rribin (1987) pointed out thal language earning strategies have to consider different aspects of the language learning process She identified three areas in particular that language learning strategies refer to: the actual behavior of leamers (what leamers do

to learn a language), strategic knowledge (what learners know about the strategies they usc), and knowledge about aspeets (other than strategics) (p 6) Later, in their study on

1I.2 The sấy

11.2.1 Methodology

H2.11 Participants 1121.2 Research approach

4121.3 Data collection

11.2.2 Data analysis

H2.2.4 Awareness and attitudes towards English learning strategies

for reading skills

11.222 Learning strategies for reading skills used hy sophomores of 1

Faculty

11.2.3 Finding

CHAPTER 3 — RECOMMENDATIONS

TLL Raising students" awarcniess

IIL2 Sclecting strategies

LLL3 Integrating strategies into reading syllabus

TILA, Focusing on indireel stralcgios

PART II - DEVELOPMENT CHAPTER I- THEORETICAT BACKGROUND TO THE STUDY L1 Language karning strategies

L.1.1, Defluitions of language learning strategies

Over the past thirty years, there has been a growing amount of research into leaning strategies Whal is considered by many to be the pioneering work in the fiskd of language learning strategies was carried out in the mid seventies of the twentieth century by such researchers as Rubin (1975) or Stem (1975) However, despite the current interest in learning slylzs and strategies, investigations into the offeel of leaner stralegy Lraining are relatively uncommon, and results are rather mixed That is why, the language learning strategy field continues ta be characterized by “no consensus” (O’Malley et al., 1985.22) and tha concep! of language Icarning strategies ilself remains “fiwxy” (Ellis, 1994:529) Tn oller words, up lo now, there is no consensus on the definition of the lerm "language learning strategies."

Karly on, ‘Tarone (1983) defined language learning strategies as "an attempt to develop linguistic and sociolinguistic competence in the target language." (p 13) In # helpful

survey arlicl:, Weinstein and Mayer (1986) dofined loaring siralsgiss broadly as

"behaviors and thoughts that a learner engages in during learning" which are "intended to influence the learner's encoiing process” (p 315) Mayer (1988) more specifically defined

learning slralegics as "behaviors of a learner that are intended to influence how the learner

processes information" (p 11) Betore that, Rubin (1987) wrote that language learning

strategies ate "strategies which contribute to the development of the language systent

which the learner constructs and affect learning directly." (p 23) They could be any sets

of operations, steps, plans or routines used by learners which aftizct the language learning process In other words, language learning strategies are what learners do to leam and

rogulate their langunge learning,

Wonder and Rribin (1987) pointed out thal language earning strategies have to consider different aspects of the language learning process She identified three areas in particular that language learning strategies refer to: the actual behavior of leamers (what leamers do

to learn a language), strategic knowledge (what learners know about the strategies they usc), and knowledge about aspeets (other than strategics) (p 6) Later, in their study on

second language acquisition, O'Malley and Chamot (1990) regarded language learning

slratcgics as "the special thoughts of behaviors that individuals use to help then

comprehend, learn or retain new information." (p 23) Building on work tor teachers,

Oxford (1990) referred to language learning strategies as "specific actions, behaviors, steps

or techniques students use - often intentionally - to imprave their progress in developing language skills These strategies can facilitate the internalization, storage, retrieval or use

of new language Strategies are tools for the self-directed involvement necessary for developing communicative ability." (p 7) Finally, Nunan (1999) defined thal "language

learning siraleyies are the mental and communicative provesses that learners deplay to

learn a second language." He stated that underlying every language learning task is at least

one stralogy, but in most classrooms, learnors are imaware of the strategies undeslying the learning tasks they are engaged (p 55)

Among all the definitions listed above, the one proposed by Oxford (1990) scoms to be the most comprehensive Tarone's definition (1983) focused too much on the product of language learning strategies, which is linguistic and sociolinguistic competence Rubin (1987), on the other hand, with the assumption that language leaming is like other kinds of

learning, restricted the use of language learning strategies to vocabulary practice (p 23) In

other words, when following Rubin's definition, interactional communication strategies will not be considered as she noted thal “although use of communication strategies may ead to learning, the purpose for their use 1s better communication" (p 26), O'Malley and Chamot (1990) defined language learning strategies basing on psychological approach

‘Nunan (1999) sccmed lo forgel the cmnotional processes that leamers may deploy to learn a second language Only Oxford's definition (L990) emphasized on the processes of language learning as well as the characteristics of language learning strategies To put it another way what Oxford's definition contains is a collcetive description of what individual leamcrs do

to achieve communicative competence in a language in a self-directed fashion, either consciously or unconsciously

Language learning strategies contribute to all parts of the learning acquisition contimmun They are appticabl: tn a wide varicly of langunge learning tasks, ranging fom rather discrctc and isolated tasks such as vocabulary and pronunciation or grammar, to intcerative tasks like oral communication and reading comprehension

1I.2 The sấy

11.2.1 Methodology

H2.11 Participants 1121.2 Research approach

4121.3 Data collection

11.2.2 Data analysis

H2.2.4 Awareness and attitudes towards English learning strategies

for reading skills

11.222 Learning strategies for reading skills used hy sophomores of 1

Faculty

11.2.3 Finding

CHAPTER 3 — RECOMMENDATIONS

TLL Raising students" awarcniess

IIL2 Sclecting strategies

LLL3 Integrating strategies into reading syllabus

TILA, Focusing on indireel stralcgios

1I.2 The sấy

11.2.1 Methodology

H2.11 Participants 1121.2 Research approach

4121.3 Data collection

11.2.2 Data analysis

H2.2.4 Awareness and attitudes towards English learning strategies

for reading skills

11.222 Learning strategies for reading skills used hy sophomores of 1

Faculty

11.2.3 Finding

CHAPTER 3 — RECOMMENDATIONS

TLL Raising students" awarcniess

IIL2 Sclecting strategies

LLL3 Integrating strategies into reading syllabus

TILA, Focusing on indireel stralcgios

2 Purposes of the study

of this sludy is to explore the English learning strategi

skills that sophomores of Information Technology Faculty, University of Engineering and Technology have already used It wishes to achieve the three primary aims

6) to know IT sophomors:

reading skills

ii) to explore the learning strategies that sophomores of IT" Faculty have already used in

awareness and allilude lowards Finglish learning

their roading process

Gii) to propose some suggestions to the teachers on integrating the introduction and practice of English learning strategies for reading skills into the syllabus

3 Research questions

The exploratory research is intended to answer the following questions

() Resoarch question 1: What ars the attitudes of Information Tcelmolagy sophomores, University of Enginccring and Teclmology, towards English learning stralogiss for reading skills?

(i) Research question 2: What are Lnglish learning strategies for reading skills that Informution Technology suphornores, University of Engincering and Technology, have already used?

4 Methods of the study

In view of the exploratory nature of the study, the source which is used to collect the data

is fiom a survey conducted on sophomores of Information Technology Kaculty, University

of Engineering and ‘Technology, Vietnam National University, Hanoi, who are currently in

alludes:

their third terra of tgarning Fnglish al collage, lo investigals studonls? awareness,

towards English learning strategies for reading skills, as well as the strategies they have been using so far ‘Yherefore, this exploratory takes a quantitative approach Besides online goneral guide interviews are also donc on some randomly selecled subjects to know the underlying reasons for their attitudinal and behavioral answers in the survey

Basing on the resuits obtained, the researcher will propose some suggestions on integrating the inlroduction and practice of those stratogics mo the reading syllabus

second language acquisition, O'Malley and Chamot (1990) regarded language learning

slratcgics as "the special thoughts of behaviors that individuals use to help then

comprehend, learn or retain new information." (p 23) Building on work tor teachers,

Oxford (1990) referred to language learning strategies as "specific actions, behaviors, steps

or techniques students use - often intentionally - to imprave their progress in developing language skills These strategies can facilitate the internalization, storage, retrieval or use

of new language Strategies are tools for the self-directed involvement necessary for developing communicative ability." (p 7) Finally, Nunan (1999) defined thal "language

learning siraleyies are the mental and communicative provesses that learners deplay to

learn a second language." He stated that underlying every language learning task is at least

one stralogy, but in most classrooms, learnors are imaware of the strategies undeslying the learning tasks they are engaged (p 55)

Among all the definitions listed above, the one proposed by Oxford (1990) scoms to be the most comprehensive Tarone's definition (1983) focused too much on the product of language learning strategies, which is linguistic and sociolinguistic competence Rubin (1987), on the other hand, with the assumption that language leaming is like other kinds of

learning, restricted the use of language learning strategies to vocabulary practice (p 23) In

other words, when following Rubin's definition, interactional communication strategies will not be considered as she noted thal “although use of communication strategies may ead to learning, the purpose for their use 1s better communication" (p 26), O'Malley and Chamot (1990) defined language learning strategies basing on psychological approach

‘Nunan (1999) sccmed lo forgel the cmnotional processes that leamers may deploy to learn a second language Only Oxford's definition (L990) emphasized on the processes of language learning as well as the characteristics of language learning strategies To put it another way what Oxford's definition contains is a collcetive description of what individual leamcrs do

to achieve communicative competence in a language in a self-directed fashion, either consciously or unconsciously

Language learning strategies contribute to all parts of the learning acquisition contimmun They are appticabl: tn a wide varicly of langunge learning tasks, ranging fom rather discrctc and isolated tasks such as vocabulary and pronunciation or grammar, to intcerative tasks like oral communication and reading comprehension

5, Scope of the study

The present study operates within the following scape:

@ English learning strategies for reading skills include both direct strategies (which involve the English language in the reading process) and indirect ones (which support the

(ii) Even thongh the students in the Faculty of Information ‘fechnology, University of

Enginocring and Technology have lo allend four scmostors of Engtish, the subjects ghoson for this research are in the their third semester As the students have experienced two semesters learning English at college and have developed self-study competence, their responses will bolter reflect the reality Tho study will, therefore, have more practicat

implications as well as applicable suggestions

6, Significance of the study

Despite the fact that the research only explores the learning strategies for reading skills that students have becn using, its significance is remarkable

‘Theoretically, it touches upon the issue of leaming strategies which is normally overlooked

in the process of learning and teaching in Vietnam while self-stuty is presenlly having great impacts on the society, especially in education, and is currently drawing lots of

attention from educators and ELT professional Particularly, it is carried out in the context

ofa university — an academic institution where learners are supposed la make full use of self:study competence and teachers are increasingly encouraged to play the role of a facilitator Practically, its tesults are hoped to provide teachers with a picture of students’ learning strategies therefore, teachers of English for Information Technology Division, English Faculty, University of Languages and Taternational Studics eam base on tới to integrate the introduction and practice of English learning strategies into the teaching syllabus

7 Design of the study

‘This study consists of three parts: introduction, development, and conclusion

The introduction presents the rationale, purpose, research questions, scope, significance,

and «lasign of the study

The development comprises three chapters

5, Scope of the study

The present study operates within the following scape:

@ English learning strategies for reading skills include both direct strategies (which involve the English language in the reading process) and indirect ones (which support the

(ii) Even thongh the students in the Faculty of Information ‘fechnology, University of

Enginocring and Technology have lo allend four scmostors of Engtish, the subjects ghoson for this research are in the their third semester As the students have experienced two semesters learning English at college and have developed self-study competence, their responses will bolter reflect the reality Tho study will, therefore, have more practicat

implications as well as applicable suggestions

6, Significance of the study

Despite the fact that the research only explores the learning strategies for reading skills that students have becn using, its significance is remarkable

‘Theoretically, it touches upon the issue of leaming strategies which is normally overlooked

in the process of learning and teaching in Vietnam while self-stuty is presenlly having great impacts on the society, especially in education, and is currently drawing lots of

attention from educators and ELT professional Particularly, it is carried out in the context

ofa university — an academic institution where learners are supposed la make full use of self:study competence and teachers are increasingly encouraged to play the role of a facilitator Practically, its tesults are hoped to provide teachers with a picture of students’ learning strategies therefore, teachers of English for Information Technology Division, English Faculty, University of Languages and Taternational Studics eam base on tới to integrate the introduction and practice of English learning strategies into the teaching syllabus

7 Design of the study

‘This study consists of three parts: introduction, development, and conclusion

The introduction presents the rationale, purpose, research questions, scope, significance,

and «lasign of the study

The development comprises three chapters