Language Learning Strategies of Vietnamese EFL Freshmen

Abstract

This quantitative research aims to investigate the language learning strategies used by Vietnamese EFL freshmen, and to examine the differences in the students' use of English language learning strategies according to their English proficiency. A total of 124 first year students from Hanoi University of Business and Technology were selected as the respondents using probability sampling methods. All the participants learned English as a compulsory academic subject. The data collection instruments of the study were questionnaires adapted from Language Strategy Use Inventory by Andrew D. Cohen, Rebecca Oxford, and Julie C. Chi (2005). The major findings of the study showed that the success of language teaching and learning are determined by the effective choices of language learning strategies. The findings of the study benefit for not only the teachers being aware of students' learning styles and language choice, but also the students cooperating firmly with their teachers to master the effective language learning strategies. Keyword: Language Learning Strategies (LLSs), English as a second language (ESL), English as a foreign language (EFL), Second Language Acquisition (SLA), Second Language (L2).

EFL students’ perspectives on the employment of language learning strategies

“…Aljuaid (2015) discovered remarkable benefits for EFL learners who make use of strategies in learning foreign languages, e.g., making learners' language learning efficient, self-conducted, and motivating, enabling them to be responsible and independent in using a language, and gaining higher Grade Point Average (GPA) than those with lower use of strategies. As LLSs are regarded as one of the most indispensable factors in improving learners' academic achievement, it is crucial to help learners utilize LLSs during the foreign language process (e.g., Bui & Vu, 2018;Griffiths & Cansiz, 2015;Lee et al, 2011;Lee & Heinz, 2016;. In other words, if students are provided with LLSs, they are able to control their learning.…”

Language Learning Strategies: A Case Study With English Juniors at Dalat University

“…The interest in learning strategies focusing on student-centered approach commenced in the 1970s and 1980s [4] - [6]. These strategies can be interpreted as "specific actions, behaviors, steps, or techniques that students (often intentionally) use to improve their progress in developing second language (L2) skills" [7]. Oxford studied the classification of LLSs by dividing them into two major groups called direct strategies and indirect strategies.…”

“…However, some results showed the opposite or no difference of the use of strategies in terms of gender. Particularly in Vietnam, there has been a limited number of studies on LLSs in teaching and learning English as a foreign language (EFL) [2], [7]. Only a few researches on LLSs in teaching and learning other languages such as French [11] or Chinese [12] have been recorded.…”

“…To meet the language proficiency requirements, teachers and learners have to concentrate on LLSs. The essential role of those strategies is emphasized in language teaching and learning, but there has been little research in this field [2], [7]. In consequence, some Vietnamese authors have reported that our students majoring in foreign languages do not know how to apply LLSs in an effective way in order to improve their learning and to achieve better results.…”

The 'Communicative Circle' Method in Teaching English at a University

“…While reading and listening are considered to be the two receptive skills in language learning and use, writing and speaking are the two productive skills necessary to be integrated in the development of effective communication (Giang & Tuan, 2018). Without excluding writing from the training process, the main emphasis is made on three main types of verbal skills: listening, reading and speaking, as, firstly, their use implies a quicker reaction from a listener/ reader/ speaker (writing is usually prolonged in time) and as, a consequence, causes greater difficulty when training, and, secondly, they are more often applicable to professional communication.…”