Vietnamese EFL High School Students’ Use of Self-Regulated Language Learning Strategies for Project-Based Learning

Tran, Thao Quoc; Tran, Tu Ngoc Phan

doi:10.29333/iji.2021.14127a

Cited by 25 publications

(18 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The result of this study is in line with the studies done by Chamot (2004) , Berridge (2018) , Al-Jarrah et al (2019) , Teng (2020) , Chang et al (2021) , and Parra et al (2021) in that metacognitive strategies together with its subsets of planning, organizing, and evaluating strategies are related to EFL learners’ writing performances. Besides, this study also confirmed the findings of Pradhan and Das (2021) and Tran and Tran (2021) that there was a positive correlation between English academic achievement and metacognition. In harmony with Teng (2020) and Jiang et al (2021) , metacognitive strategies could yield the highest mean scores of EFL learners’ writing performances.…”

Section: Discussionsupporting

confidence: 88%

“…Meanwhile, in line with Azizi et al (2017) , this study also confirmed that metacognitive strategies would contribute to higher proficiency in writing. In addition, as Tabrizi and Rajaee (2016) and Tran and Tran (2021) put forward, this study also concluded that cognitive and metacognitive writing strategies would help learners improve their writing. Besides, in agreement with Panahandeh and Esfandiar (2014) , this study showed that metacognitive strategies were positively correlated with writing performance.…”

Section: Discussionmentioning

confidence: 72%

“…This idea makes us more curious to discover more about the nature of the learning and learning process. Consequently, the majority of the research performed until now has been focusing on the detection, explanation, and categorization of learning strategies ( Pradhan and Das, 2021 ; Tran and Tran, 2021 ).…”

Section: Review Of Literaturementioning

confidence: 99%

See 2 more Smart Citations

The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies

et al. 2022

View full text Add to dashboard Cite

Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities (CTA) in the relationship between language learning strategies and the intermediate English as a Foreign Language (EFL) learners’ writing performance. Oxford Placement Test (OPT) was run to homogenize the participants, and 100 intermediate learners out of 235 were selected. Then, two valid questionnaires of Ricketts’ Critical Thinking Disposition and Oxford’s Strategy Inventory for Language Learning were administered. Having administered the questionnaires, the researchers asked the participants to sit for a writing test. The data collected from the questionnaires and as well as the scores of their writing performances were analyzed through SPSS (25.00). The results showed a significant relationship between (a) learning strategies and learners’ writing performances, (b) the sub-sets of learning strategies and learners’ writing performances, and (c) CTA and learners’ learning strategies. However, CTA did not play a mediating role in the relationship between intermediate EFL learners’ learning strategies and writing performance. Based on the results of the study, one might also conclude that strategies seemed to play a more important role in the performance of learners especially their writing performances. Therefore, this study had useful contributions for students, teachers, and curriculum designers. Findings of this research could assist teachers to be aware of learners’ strategies in learning writing and help their students to be responsive to using learning strategies in their learning process and create a satisfactory learning context for using learning strategies. Therefore, learners were able to become independent and feel responsibility for their own learning. Secondly, curriculum developers could take advantage of the findings to include learning strategies training into the curriculum. As a result, students were able to use strategies in their learning process more easily and finally, the results might pave the way for improving the research findings.

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 72%

See 1 more Smart Citation

The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies

et al. 2022

View full text Add to dashboard Cite

show abstract

“…However, the literature on grammar teaching and learning provides few instances of focus on psychological factors, i.e., SE and SRL (e.g., Fard, 2010;Gorlewski and Annable, 2012) as studies tend to give greater concern to grammar teaching methods. Also, very few studies have examined Vietnamese high school students' SRL for language learning (e.g., Ngo, 2019;Tran and Phan, 2021).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of Self-Regulated Learning Strategies in Learning English Grammar and English Grammar Self-Efficacy Scales

Truong

2022

Front. Educ.

View full text Add to dashboard Cite

The study reports on the psychometric properties of instruments that can measure EFL students’ self-regulated learning strategy use and English grammar self-efficacy and examines the relationship between these two constructs. 350 male and 432 female students, aged between 16 and 17, from two high schools in Vietnam participated in the survey. The participants answered the Questionnaire of Self-Regulated Learning Strategies in Learning English Grammar (QSRLSLEG), and the Questionnaire of English Grammar Self-Efficacy (QEGSE). The disjoint two-stage approach for Partial Least Square-Structural Equation was used to analyze the data. The results showed that the 24-item QSRLSLEG and 8-item QEGSE have face, content, and construct validity and reliability. A moderate relationship between SRL strategies in English grammar learning and English grammar SE was found. Both instruments are reliable and valid assessment tools, providing useful information for researchers and English teachers to investigate important aspects of students’ self-regulation in learning English grammar.

show abstract

“…Despite various and continuous research being done on the speaking learning strategies (eg: Citra & Zainil, 2021;Tran & Tran, 2021;Fathiyah, Amirudin & Khan, 2020;Saud, 2019;Javed & Ali, 2018), to the best of our knowledge, there is not much studies exploring the speaking learning strategies among secondary school pupils in the Malaysian context. The results of the study will be beneficial to the teachers and pupils in promoting a better understanding of how users of the language react when they can't think of a word or expression, how they engage in conversation and what they do to practise the target language.…”

Section: Introductionmentioning

confidence: 99%

Speaking For Themselves: The Use of Learning Strategies for Speaking Skills Among Lower Secondary School ESL Learners

Ooi¹,

Abdullah²,

Sarangapani³

et al. 2021

IJARBSS

View full text Add to dashboard Cite

English language has become a universal language to communicate with people worldwide in the era of globalisation as more global citizens take up English as a Second Language (ESL). Yet, ESL learners still face problems in becoming competent speakers of the English language which can impact their communication skills adversely in personal and professional settings. The use of Language learning strategies (LLS) among ESL learners can bring about proficient speaking skills and vice versa. This study aims to find out the extent of ESL learners' use of LLS in relation to their speaking skills. A survey research design was used and data was collected through an online survey questionnaire among Form 2 pupils from a rural Negeri Sembilan secondary school. The 15 close-ended questions adapted from Oxford, Cohen and Chi's Language Strategy Use Survey were formulated to inquire about pupils' use of English speaking learning strategies. The quantitative analysis of the questionnaire results revealed that most pupils never and seldom utilize speaking learning strategies when engaging in English discourse with exception of showing a significant use in the strategy of switching to their native language momentarily. This study of the aforementioned sample demonstrated that most adolescent ESL learners in Malaysian secondary schools use little to none English speaking skill learning strategies and use more of their native language to cope in English conversations. ESL policy makers, educators and researchers are needed to further encourage the ESL learners' active use of LLS for speaking and eventually enhance their speaking skills. Recommendations were provided for future studies in consideration of English language educators and researchers.

show abstract

Vietnamese EFL High School Students’ Use of Self-Regulated Language Learning Strategies for Project-Based Learning

Cited by 25 publications

References 15 publications

The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies

The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies

Psychometric Properties of Self-Regulated Learning Strategies in Learning English Grammar and English Grammar Self-Efficacy Scales

Speaking For Themselves: The Use of Learning Strategies for Speaking Skills Among Lower Secondary School ESL Learners

Contact Info

Product

Resources

About