The English-Learning Strategies of an Indigenous English Learner in the Northeast of Thailand

Abstract

This study investigated English-learning strategies applied by an indigenous student in Amnat Charoen Province, in the Northeast of Thailand. Despite the lack of English exposure in the area, the participant, who was an English learner at a private primary school in Amnat Charoen Province, Thailand, had an excellent English ability. The data collection and analysis were done qualitatively through interviews and observations. Based on the interviews and observations, the participant was reported using both direct and indirect strategies in learning English. The dominant direct learning strategies were memory strategies and compensation strategies. The participant developed habits to summarize learning materials and use gestures to assist the speaking practice. Also, in the frame of indirect strategies, the participant applied social strategies more frequently than other indirect learning strategies. The social strategies were obviously noticeable in the consistency to practice English by interacting with foreign teachers. Further, the social learning strategies were also believed to be the most essential learning strategies developed by the participant.Keywords: learning strategies; direct strategies; indirect strategies

Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors

“…From the learner's perspective, the quality and the outcomes of e-learning experiences will more likely depend on the learner-related features such as their learning styles, skills, and strategies exerted during learning processes. Among the skills and the strategies learners employ, selfregulated learning (SRL) strategies have been reported to be strong predictors of academic engagement levels and success (Broadbent & Poon, 2015;Oxford, 2011;Putri, 2020;Teng, Yuan, & Sun, 2020;Wang et al, 2013). SRL is defined as "an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the contextual features in the environment" (Wolters et al, 2003, p.2).…”