English learning strategies of vietnamese tertiary students
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: English learning strategies of vietnamese tertiary students
English learning strategies of vietnamese tertiary students
UTASEnglish Learning Strategies of Vietnamese Tertiary StudentsbyNguyen Thi Boi Hoang(Master of Arts)Submitted in fulfilment of the requirements for t English learning strategies of vietnamese tertiary students the degree ofDoctor of PhilosophyFaculty of Education University of Tasmania41275Statement of authority of accessI, Nguyen Thi Boi Hoang, author of the thesis entitled English Learning Strategies ofVietnamese Tertiary Students, submitted for the degree of Doctor of Philosophy,agree that this thesis English learning strategies of vietnamese tertiary students may be made available for loan and limited copying andcommunication in accordance with the Copyright Act 1968.Nguyen Thi Boi HoangDate: 18 January 201English learning strategies of vietnamese tertiary students
311Statement of ethical conductThe research associated with this thesis abides by the international and Australian codes on human and animal experimenUTASEnglish Learning Strategies of Vietnamese Tertiary StudentsbyNguyen Thi Boi Hoang(Master of Arts)Submitted in fulfilment of the requirements for t English learning strategies of vietnamese tertiary students anuary 2013illAbstractLanguage earning strategies (LLSs) are believed to have a major impact on language learning and performance. However, the use and effectiveness of LLSs are dependent on various learner and learning variables. This research study was carried out in the context of English as a Fo English learning strategies of vietnamese tertiary students reign Language ÍEFL) tertiary education in Vietnam in response to the lack of research evidence regarding LLS-related issues. It was aimed at (1) idenEnglish learning strategies of vietnamese tertiary students
tifying the types, frequency and patterns of language learning strategy use among Vietnamese EFL tertiary students, (2) investigating the relationshipUTASEnglish Learning Strategies of Vietnamese Tertiary StudentsbyNguyen Thi Boi Hoang(Master of Arts)Submitted in fulfilment of the requirements for t English learning strategies of vietnamese tertiary students age learning beliefs; {3) exploring students' and teachers' perceptions, attitudes and experiences concerning LLSs; (4) examining the current tertiary EFL education context that accommodates LLSs; and (5) developing the guiding principles in re ation to LLSs for teaching-learning practices and polic English learning strategies of vietnamese tertiary students y.A mixed methods approach with quantitative and qualitative data collection and analysis was employed in the study. For the quantitative phase, a surEnglish learning strategies of vietnamese tertiary students
vey questionnaire was constructed through a four-stage process of adaptation, development, refinement and validation. In addition to demographic inforUTASEnglish Learning Strategies of Vietnamese Tertiary StudentsbyNguyen Thi Boi Hoang(Master of Arts)Submitted in fulfilment of the requirements for t English learning strategies of vietnamese tertiary students ng strategies on a five-point Likert scale ("1 = Never" to "5 = Always or Almost always**). A total of 564 validly completed questionnaires were collected from EFL students at a university in Vietnam. Descriptive statistics including medians, percentages, and frequencies were used to analyse demogra English learning strategies of vietnamese tertiary students phic data and the use of overall, group and individual LLSs. Inferential non-parametric statistics such as Mann-Whitney, Kruskal I Wallis, and SpearmaEnglish learning strategies of vietnamese tertiary students
n tests were used to identify possible correlations between the reported LIS use and learner variables. The significance level was set at p =< 0.05. FUTASEnglish Learning Strategies of Vietnamese Tertiary StudentsbyNguyen Thi Boi Hoang(Master of Arts)Submitted in fulfilment of the requirements for t English learning strategies of vietnamese tertiary students on theirivperceptions, attitudes and experiences regarding LLSs and the current EFL teaching and learning environment. The qualitat ve interview data were analysed using thematic analysis.Descriptive analyses of the quantitative data revealed that the sampled students used a wide range of strategie English learning strategies of vietnamese tertiary students s at a medium frequency level (Median = 3). 17 out of 47 strategies were reported to be highly used (Median = 4), most of which were skill-based. TheEnglish learning strategies of vietnamese tertiary students
results of correlational analyses indicated that the use of overall, group and individual LLSs vzas associated with university year groups, academic mUTASEnglish Learning Strategies of Vietnamese Tertiary StudentsbyNguyen Thi Boi Hoang(Master of Arts)Submitted in fulfilment of the requirements for t English learning strategies of vietnamese tertiary students . The key findings from the qualitative data demonstrated an accord between EFLteacners and students regarding their strong belief in the importance of LLSs and their supoort for the introduction of LLS training to the current curriculum. The EFL teaching and learning environment was found to be rel English learning strategies of vietnamese tertiary students atively inductive to English learning, but more opportunities for practice and actual use of the target language were highly expected. All of the findEnglish learning strategies of vietnamese tertiary students
ings of the investigation v/e-e translated Into a list of practical recommendations for students, teachers, educational administrators, and educationaUTASEnglish Learning Strategies of Vietnamese Tertiary StudentsbyNguyen Thi Boi Hoang(Master of Arts)Submitted in fulfilment of the requirements for tUTASEnglish Learning Strategies of Vietnamese Tertiary StudentsbyNguyen Thi Boi Hoang(Master of Arts)Submitted in fulfilment of the requirements for tGọi ngay
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