English Language Learning Strategies Used by University Students: A Case Study of English and Business English Major at Suan Sunandha Rajabhat in Bangkok

Authors: Pranee Pathomchaiwat

Abstract:

The purposes of this research are 1) to study English language learning strategies used by the fourth-year students majoring in English and Business English, 2) to study the English language learning strategies which have an affect on English learning achievement, and 3) to compare the English language learning strategies used by the students majoring in English and Business English. The population and sampling comprise of 139 university students of the Suan Sunandha Rajabhat University. Research instruments are language learning strategies questionnaire which was constructed by the researcher and improved on by three experts and the transcripts that show the results of English learning achievement. The questionnaire includes 1) Language Practice Strategy 2)Memory Strategy 3) Communication Strategy 4)Making an Intelligent Guess or Compensation Strategy 5) Self-discipline in Learning Management Strategy 6) Affective Strategy 7)Self-Monitoring Strategy 8) Self-studySkill Strategy. Statistics used in the study are mean, standard deviation, T-test and One Way ANOVA, Pearson product moment correlation coefficient and Regression Analysis. The results of the findings reveal that the English language learning strategies most frequently used by the students are affective strategy, making an intelligent guess or compensation strategy, self-studyskill strategy and self-monitoring strategy respectively. The aspect of making an intelligent guess or compensation strategy had the most significant affect on English learning achievement. It is found that the English language learning strategies mostly used by the Business English major students and moderately used by the English major students. Their language practice strategies uses were significantly different at the 0.05 level and their communication strategies uses were significantly different at the 0.01 level. In addition, it is found that the poor students and the fair ones most frequently used affective strategy while the good ones most frequently used making an intelligent guess or compensation strategy. KeywordsEnglish language, language learning strategies, English learning achievement, and students majoring in English, Business English. Pranee Pathomchaiwat is an Assistant Professor in Business English Program, Suan Sunandha Rajabhat University, Bangkok, Thailand (e-mail: [email protected]).

Keywords: English language, language learning strategies, English learning achievement, students majoring in English, Business English

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1076618

References:

[1] Carroll, John B. (1977).Characteristics of Successful Second Language Learner in Viewpoints on English as a Second Language. Edited by Marina Burt. New York: Regents. P.4
[2] Chamot, A.U. (1987). The learning strategies of ESL students. In Wenden and Rubin (Eds.), Learner strategies in language learning. Englewood Cliffs, NJ Prentice-Hall.p. 9-18
[3] Gardner, R.C. (1991). Second Language Learning in Adult: Correlates of Proficiency. Applied Language Learning, 2(1), pp.1-28
[4] Lee, Chien Kuo.(2010). An Overview of Language Learning Strategies. ARECLS, 2010, Vol.7, pp.132-152.
[5] Naiman, N.,Frohlich, M., Stern, H., and Todesco. A. (1978).The Good Language Learner.Toronto, Ontario: Ontario Institute for Studies in Education.p.3
[6] OMalley, J. Michael. & Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition. Cambridge-London: Cambridge University.pp.119-120
[7] OMalley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, pp.21-46.
[8] OMalley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19, pp.557-584.
[9] Oxford, Rebecca L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.p.14-150
[10] Richard, J. C. (1994). Reflective teaching in second language classroom. New York: Cambridge University Press.
[11] Rubin, J. (1975). What the good Learner can teach us. TESOL Quarterly, 9(1), pp.41-51.
[12] Rubin, J. (1987). Learner Strategies: Theoretical Assumption, Research, History and Typology. In A. Wenden and J. Rubin (eds.), Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice Hall.pp.15-29
[13] Wenden, A. and Rubin, J. (1987). Learner Strategies in Language Learning. London: Prentice Hall International(UK).p.7-8
[14] Williams, M. & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.p.8
[15] Scarcella, R. & Oxford, R., 1992: The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle.p.63
[16] Stern, H.H. (1975). What can we learn from the good language learner? Canadian: Modern Language Review, 31, pp.304-318.