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 Tasmania41275Declaration of originalityI, Nguyen Thi Boi Hoang, am the author of the thesis entitled English Learning Strategies of Vietnamese Tertiary Students, submitted for the degree of Doctor of Philosophy. I declare that the m English learning strategies of vietnamese tertiary students aterial is original, and to the best of my knov/ledge and belief, contains no material previously published or written by another person, except whereEnglish learning strategies of vietnamese tertiary students
due acknowledgement IS made in the text of the thesis, nor does the thesis contain any material that infringes copyright. The thesis contains no mateUTASEnglish 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 authority of accessI, Nguyen Thi Boi Hoang, author of the thesis entitled English Learning Strategies of Vietnamese Tertiary Students, submitted for the degree of Doctor of Philosophy, agree that this thesis may be made available for loan and limited copying and communication in accordance with the English learning strategies of vietnamese tertiary students Copyright Act 1968.Nguyen ThlBoi HoangDate: 18 January 2013Statement of ethical conductThe research associated with this thesis abides by the internatEnglish learning strategies of vietnamese tertiary students
ional and Australian codes on human and animal experimentation, as approved by the Human Research Ethics Committee {Tasmania) Network - Social ScienceUTASEnglish 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 n 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 Foreign Language ÍEFL) tertiary education in Vietnam in response to the lack of research evidenc English learning strategies of vietnamese tertiary students e regarding LLS-related issues. It was aimed at (1) identifying the types, frequency and patterns of language learning strategy use among Vietnamese EEnglish learning strategies of vietnamese tertiary students
FL tertiary students, (2) investigating the relationship between the reported LLS use and learner variables such as gender, university year groups, acUTASEnglish 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 nces 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 policy.A mixed methods approach with quantitative and qualitative data collection and analysis was English learning strategies of vietnamese tertiary students employed in the study. For the quantitative phase, a survey questionnaire was constructed through a four-stage process of adaptation, development, refEnglish learning strategies of vietnamese tertiary students
inement and validation. In addition to demographic information and language learning beliefs, this researcher-generated English Language Learning StraUTASEnglish 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 tal 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 demographic data and the use of overall, group and individual LLSs. Inferential non-parametric statisti English learning strategies of vietnamese tertiary students cs such as Mann-Whitney, Kruskal I Wallis, and Spearman tests were used to identify possible correlations between the reported LIS use and learner varEnglish learning strategies of vietnamese tertiary students
iables. The significance level was set at p < 0.05. For the concurrent qualitative phase, semi-structured interviews were employed with ten EFL staff 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 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 strategies at a medium frequency level (Median 3). 17 out of 47 strategies were reported to be highly use English learning strategies of vietnamese tertiary students d (Median 4), most of which were skill-based. The results of correlational analyses indicated that the use of overall, group and individual LLSs vzasEnglish learning strategies of vietnamese tertiary students
associated with university year groups, academic majors, self-rated English proficiency, and language learning beliefs. Gender was found to correlateUTASEnglish 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 s 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 relatively inductive to English learning, but more opportunities for practice and actual use of the ta English learning strategies of vietnamese tertiary students rget language were highly expected. All of the findings of the investigation v/e-e translated Into a list of practical recommendations for students, tEnglish learning strategies of vietnamese tertiary students
eachers, educational administrators, and educational policy makers in relation to the promotion of LLSs among Vietnamese EFL tertiary students.UTASEnglish 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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