Investigating language learning strategies of Thai EFL undergraduate Students
Article Sidebar
Main Article Content
Abstract
This study aimed to investigate language learning strategies of Thai EFL undergraduate students who are majoring in language,and to compare the language learning strategies of these students based on gender, years in the university, and major. A questionnaire, Oxford’s Strategy Inventory for Language Learning (SILL) was completed by 360 Thai EFL undergraduate students. This instrument comprised 50 items grouped into six categories: (a) memory strategies, (b) cognitive strategies, (c)compensation strategies, (d) metacognitive strategies, (e) affective strategies, and (f) social strategies. The results were calculated in terms of percentages, mean scores, and standard deviations. A statistical approach was employed to determine the differences between language learning strategies and the independent variables of gender, years in the university, and
major. The results revealed that the language learning strategies of Thai EFL students majoring in language are significantly different among different years in the university and different language majors. However, there was no significant difference between the language learning strategies based on gender.
Keywords: Language learning strategies; EFL; teaching; students; Thai.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).