The present study has the following goals: 1) To consider the variety of language learning strategies and their relative frequencies as chosen by English majors studying at public universities in the northeast of Thailand; 2) to understand what may be the underlying factors that guide these choices as reported by the participants; and 3) to answer why those strategies and their frequencies. The participants were 579 students at 6 public universities in the northeast of Thailand, all of whom majored in English. The tools to gather the data were a background information questionnaire, LLS questionnaire and semi-structured interviews. A selective sample of 30 participants took part in the guided lightly-structured interviews. The tools used for a quantitative analysis were obvious descriptive data and factor analysis. Further analysis of the qualitative results were done using content and thematic analyses. The quantitative results tell us that their overall use of language learning strategies were at a predictable moderate frequency of overall use and only small variations at category levels. At the individual level, high frequencies were reported for 6 strategies, moderate usage for 37 strategies and infrequent to zero usage were shown for 2 strategies. Four underlying factors where derived from a factor analysis. The qualitative results revealed that 16 reasons can be ascertained for the frequent use of certain strategies, and 3 reasons for infrequently used strategies.
This present study aimed to scrutinize students’ use of reading strategies and to explore their reading strategy use according to their enjoyment of English learning. Mokhtari and Reichard’s (2002) reading strategies questionnaire was adapted and used to collect data from 112 undergraduates (freshmen, sophomores, and juniors) in the academic year 2021. Analysis of Variance (ANOVA) and the Chi-square tests were used to analyze data. Findings showed that students’ enjoyment of English learning affected their reading strategy use. Learners who enjoyed learning English used more reading strategies than those who had less enjoyment of English learning. It was also found that among the strategies used, Problem-solving strategies (PROB) were most frequently used followed by Support strategies (SUP) and Global reading strategies (GLOB). At the individual level of reading strategy use, students who enjoyed learning English tended to use more strategies than those who enjoyed it less.
The aim of the study was to examine the needs and problems of Thai vendors in employing English in their workplace and their needs regarding English training, and subsequently to create an English training course to enhance their professional skills. The subject of the present study were 160 vendors selling food and drinks, clothes, accessories, souvenirs, and other things at the Indochina Market, Thailand. The data were collected by using a questionnaire. Descriptive statistics were used to analyze the data, involving frequency, percentage, mean, and standard deviation. The result revealed that respondents tended to have English communication problems with foreign customers. They found that low English language proficiency is a problem when communicated with foreign customers. Most of them were interested in attending English training, particularly learning English online. Speaking and listening skills were considered the most important skills for these Thai vendors. For an English training course, they wanted to emphasize speaking, listening, writing, and reading, respectively. They desired to improve their English in everyday life and work.
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