Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos

Souriyavongsa, Thongma; Abidin, Mohamad Jafre Zainol; Sam, Rany; Leong, Lai-Mei; Aloysius, Ithayaraj Britto

doi:10.5539/elt.v6n10p57

Cited by 16 publications

(9 citation statements)

References 31 publications

(16 reference statements)

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“…They are commonly classified into (i) cognitive strategies-which involve comprehending and producing text, (ii) metacognitive strategies-which are used for organizing the learning process, (iii) compensation strategies-which can be applied effectively to overcoming the lack of specific knowledge, (iv) affective strategies-which are used for managing emotions and (v) social strategies-which involve seeking help from others (Souriyavongsa et al, 2013).…”

Section: Language Learning Strategiesmentioning

confidence: 99%

Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

Junming¹

2017

JLAS

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Overseas research has shown that achievement emotions have direct relationships with "achievement outcome" and "achievement activities". The purpose of the present study aimed to compare the relationships between achievement emotions, motivation, and language learning strategies of high, mid and low achievers in English language learning at an international university in a southern province in China. Quantitative data were collected through a questionnaire survey of 74 (16 males, 58 females) TESL major students. Results indicated that students in general experienced more positive than negative achievement emotions; more intrinsically rather than extrinsically motivated to learn English; and quite frequently used a variety of learning strategies to overcome their learning difficulties. However, Year Four low-achievers experienced more negative achievement emotions. They seldom used metacognitive, affective and social learning strategies, and they had lower degrees of intrinsic motivation. Implications for institutional support for at risk students are discussed.

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Section: Language Learning Strategiesmentioning

confidence: 99%

Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

Junming¹

2017

JLAS

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“…The fact that a student successfully graduates from these departments, as in all higher education institutions, is not only linked to the success of the courses described in the formal programme but also to the fact that the student is well-conceived and can fulfil the requirements of hidden curriculum. Hence, according to Souriyavongsa et al (32), university education should be able to question the previous learnings of the student.…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Hidden Curriculum Perception and University Life Quality in Sports Education

Özdemir¹

2018

ujer

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The hidden programme defines the informal part of an educational programme, that's to say, the unwritten aspect the boundaries of which are not clearly define. The hidden programme is also the neglected part of the educational programme. The thing that determines the quality of university education is the academic and social life opportunities offered to students, as well as the social, economic and cultural qualities of the students. One of the important implications of the hidden programme can be observed on university life quality. It is aimed in this study to determine the views of the students on hidden curriculum and university life quality in sports education and to reveal whether there is a relationship between the students' hidden curriculum perceptions and university life quality they perceive. In order to determine hidden programme perceptions of the students, Hidden Programme Scale (r.88) developed by Arslan and Akbulut (4); so as to determine the university life quality levels, University Life Quality Scale (r.90)developed by Doğanay and Sarı (13) was used in the study. Besides, a personal information form developed by the researcher was also used in the research. The study group of the study was composed of 159 university students, 67 of whom were female and 92 of whom were male, studying at School of Physical Education and Sports. The data was analyzed using SPSS 21.00 statistical package programme. In the analysis of the data, descriptive statistics, independent group t-test, one-way ANOVA, simple correlation statistical techniques were used. As a result of the research, it can be said that hidden curriculum perceptions of the students can be regarded as moderate level (x: 3.15; I am neutral). It is seen that the mean score of hidden curriculum perception is the lowest at learning teaching process sub-dimension (x: 2.83; almost I am neutral). As another result of the research, it is seen that the university life quality level of the students was at moderate level (x: 3.15, I am neutral). In the research, it is seen that there is a moderate level, positive, significant relationship between hidden curriculum perceptions of the students and their university life quality perceptions.

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“…The learners who were selected in this study showed that they had the same strategy in learning English in classroom. Souriyavongsa et al (2013) examined English speaking skill of a group of undergraduate students at the National University of Laos (NUOL). Outcome of this research work indicated that English speaking skill was the most important English skills among the learners who needed to improve in their undergraduate program.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning Strategies and English Language Teaching

Khansir

Dehkordi

Mirzaei

2021

tpls

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Learning strategy has been an important topic of English language among teachers, researchers and syllabus designers in the history of English language teaching. Learning strategy and English language occupy the central role in teaching and learning in EFL setting. This paper discusses learning strategies and English language teaching in English foreign language in Iran. The aim of this research paper was to report the results of learning strategies of a group of twenty Iranian students of English, doing their post-graduation. The subjects for this research paper were Persian –speaking students doing M.A. course in Persian Gulf University, Bushehr. In this research paper, two sets of questionnaires were conducted. The first set was a background questionnaire consisted of subjects, gender, age and language attitude etc. The other test was the original test of willing (1994) survey included learning strategies questionnaire. This test consisted of twenty nine –items. Results of the analysis of this paper revealed that leaning strategies is an important criterion in getting the English knowledge of EFL students in their class.

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Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos

Cited by 16 publications

References 31 publications

Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

The Relationship between Hidden Curriculum Perception and University Life Quality in Sports Education

Learning Strategies and English Language Teaching

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