Language Learning Strategies Used by Thai and Vietnamese University Students

Khamkhien, Attapol

doi:10.1163/26659077-01402001

Cited by 5 publications

(16 citation statements)

References 13 publications

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“…Like Oxford (2011Oxford ( , 2017, other prominent academics in the field of LLS research argue that these strategic practices hasten language attainment (Chamot, 2005;Khamkhien, 2011;Sukying, 2021;Zhang et al, 2019;Zhang & Xiao, 2014). Highly determined and capable students repeatedly implement strategies with a more pliable and explicit commitment.…”

Section: Motivation and Foreign Language Learningmentioning

confidence: 99%

“…In general, strategic practices are used to solve problematical issues in language learning. Indeed, capable students clearly understand how to obtain languages and systematically execute learning strategies (Habok & Magyar, 2018;Khamkhien, 2011;Phonhan, 2016;Sukying, 2021;Zhang et al, 2019). Oxford (2017) has virtually called for further inquiries into conduits to boost learner motivation to acquire the target language.…”

Section: Motivation and Foreign Language Learningmentioning

confidence: 99%

“…Competent students clearly understand how to learn languages, and they implement strategies more effectively (Griffiths, 2015;Hashim, Yunus, & Hashim, 2018;Oxford, 2017;Sukying, 2021;Zhang & Xiao, 2014). Moreover, studies have looked at the frequency order of strategies used among English language learners and found inconsistent findings (Hashim et al, 2018;Khamkhien, 2011;Oxford, 2017;Phonhan, 2016;Sukying, 2021). Indeed, these studies have shown that many factors (e.g., gender, age, motivation) have influenced language learners' language use.…”

Section: Introductionmentioning

confidence: 99%

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An Investigation of Motivation and Learning Strategies in Thai University Learners of French

Siripukdi¹

2023

ELT

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Learner motivation and learning strategies play a crucial role in language learning. Therefore, the current study aimed to investigate the patterns of motivation and learning strategies in 144 Thai university learners of the French language. Participants were given a questionnaire asking about their motivation and learning strategy use. The findings suggest a hierarchy of learning strategy use among Thai university learners. The most frequently used taxonomies of learning strategies were social strategies, followed by metacognitive strategies, cognitive strategies, compensation strategies, affective strategies and, finally, memory strategies. The current findings also showed a positive relationship between learner motivation and language learning strategies. However, qualitative investigations need to be considered for further studies to gain in-depth insight into learning strategy use. Such a line of inquiry would yield additional crucial pedagogical and theoretical implications.

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Section: Motivation and Foreign Language Learningmentioning

confidence: 99%

Section: Motivation and Foreign Language Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An Investigation of Motivation and Learning Strategies in Thai University Learners of French

Siripukdi¹

2023

ELT

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“…The results from this study show that the total average English TOEIC scores of the students participated in this study was lower than the required scores set by Thai university between 450 and 600 scores for graduation though a great change of Thai curriculum concerning the English language learning to be started at the upper elementary level was launched in 1960 (Khamkhien, 2010) and Thai government pushed a substantial effort to promote any teaching methodology to improve Thai students' level of English proficiency (Khamkhien, 2006), the failure of this effort were very obvious as mentioned in many studies by Bolton (2008) and Wiriyachitra (2001). It can be more clearly seen from the average scores collected from the students from eight different universities in Thailand located in different regions, the north, north-east, central, and the south of Thailand which was lower than expected.…”

Section: Education Institutionsmentioning

confidence: 72%

“…Thai people are proud that they have never been colonized, they are proud of being Thai and using Thai as a mother tongue, Thais' level of English proficiency is low compared with many countries in Asia (Wiriyachitra, 2002). Though a great change of Thai curriculum concerning the English language learning to be started at the upper elementary level was launched in 1960 (Khamkhien, 2010) and Thai government pushed a substantial effort to promote any teaching methodology to improve Thai students' level of English proficiency, especially the English subjects taught in higher education level which is a part of the bachelor degree curriculum of General Education subjects requirement (Khamkhien, 2006), the failure of this effort were very obvious as mentioned in many studies by Bolton (2008) and Wiriyachitra (2001), that the scores of two international standardized tests: TOEFL and TOEIC, Thai test takers' scores were significantly low, compared to those of Southeast Asian countries.…”

Section: Introduction Rationalementioning

confidence: 99%

Virtual learning prototype in flipped classroom for developing English listening and reading skills of undergraduates in Thai higher education institutions

Jehma¹

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The purpose of this research and development study was (1) to explore and analyze the level of English receptive skills of undergraduates studying in Thai higher education institutions, (2) to develop the prototype of virtual learning as implemented in flipped classrooms in improving Thai undergraduates’ English receptive skills, and (3) to evaluate the effectiveness of the developed prototype of virtual learning as a tool implemented in flipped classrooms in developing Thai undergraduates’ English receptive skills. The research methodology was explained as follows: the samples of this study were 160 undergraduate students, and 40 students from four regions of Thailand, namely North, Northeast, Southern, and Central were purposively selected. The other 30 potential undergraduates studying English as a required general education subject at Prince of Songkla University were samples for the experiment. The actual TOEIC test, listening rubrics, reading rubrics, and virtual tasks have been employed as research instruments. The data has been analyzed by ANOVA and t-Test. The results of the study can be summarized as follows: 1. Thai undergraduate students had poor English receptive skills as the TOEIC total mean score was 342.55, the lowest was 165, and the highest was 495 out of 990. These can be considered at the level of Elementary Proficiency (255-400) which was lower than the university requirement of not less than 450 total TOEIC scores. 2. The designed prototype included of 10 lesson plans applied the three virtual platforms, namely Second Life, VRChat, and the ClassStart taught in flipped classrooms were beneficial for developing students’ English receptive skills. 3. Considering the overall development of students’ English receptive skills both listening and reading from their pre and post-test scores of the total English TOEIC scores after applying the prototype in teaching and learning, the results showed that the students had significant development of their English receptive skills both listening and reading as their total English TOEIC scores from the post-test were higher than that of their pre-test.

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Factors and Reasons Influencing Thai EFL University Students' Use of Language Learning Strategies

Toomnan

2023

Intern. j., second, foreign lang. educ.

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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.

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Language Learning Strategies Used by Thai and Vietnamese University Students

Cited by 5 publications

References 13 publications

An Investigation of Motivation and Learning Strategies in Thai University Learners of French

An Investigation of Motivation and Learning Strategies in Thai University Learners of French

Virtual learning prototype in flipped classroom for developing English listening and reading skills of undergraduates in Thai higher education institutions

Factors and Reasons Influencing Thai EFL University Students' Use of Language Learning Strategies

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