This study aimed to explore Chinese students' engagement in learning English through an application of Oxford's Strategy Inventory for Language Learning (SILL) and examine differences in English language learning strategies among students with different levels of English proficiency. 49 4.3 Mean scores and standard deviations for SILL use 54 4.4 Comparison of English proficiency among undergraduate degrees.
INTRODUCTION
- BACKGROUND OF THE STUDY
- SIGNIFICANCE OF THE PROBLEM
- RESEARCH OBJECTIVES
- RESEARCH HYPOTHESIS
- RESEARCH QUESTIONS
- SCOPE OF THE STUDY
- Location of the Study
- Population of the Study
- Conceptual Framework
- DEFINITION OF TERMS
- LIMITATIONS OF THE STUDY
- EXPECTED BENEFITS OF THE STUDY
Appropriate language learning strategies are considered one of the factors that contribute to the goals of foreign language learning. Different levels of English proficiency Chinese students use the Oxford Strategic Inventory for Language Learning (SILL) differently at Rangsit University in Thailand.
LITERATURE REVIEW
ENGLISH AS A GLOBAL LANGUAGE AND LINGUA FRANCA
English has acquired a global status in all aspects of people's lives around the world. English has transcended its original boundaries, leading to contact with every other language in the world.
THE ENGLISH LANGUAGE IN CHINA
It refers to the spread, development and use of English in various contexts (Fang & Ren, 2018). As Hu (2005) points out, China's intensive and extensive push for English is based on a general belief that the country's position in the world and the pace of modernization depend on the country's level of English.
SECOND LANGUAGE LEARNING
- Stephen Krashen's Theory of Second Language Acquisition
The Acquisition-Learning hypothesis is the core theory of modern language acquisition theory and the most fundamental theory in Krashen's theory. The input hypothesis is Krashen's attempt to explain how students acquire a second language, Krashen's explanation of second language acquisition.
INTERNATIONAL STUDENTS AND ENGLISH LEARNING
Poor English skills are one reason why some international students are isolated from native speakers and faculty members (Zua, 2016). International students' previous English experience and preparation, learning style, participation, willingness and motivation to learn to influence their experience (Alharbi, 2017).
LANGUAGE LEARNING STRATEGIES
- Definitions of Language Learning Strategies
- Classifications of Language Learning Strategies
- Oxford’s Strategy Inventory for Language Learning (SILL)
- The Context of Learning and Language Learning Strategies
- Language Proficiency and Language Learning Strategies
Meanwhile, he identified four kinds of language learning strategies: (a) formal practice, (b) functional practice, (c) monitoring, and (d) inference. Oxford's Strategy Inventory for Language Learning (SILL) test consists of 50 questions divided into six sections: memory strategies (9 items), cognitive strategies (14 items), compensatory strategies (6 items), metacognitive strategies (9 items), affective strategies (6 items ), and social strategies (6 items).
RELATED THEORETICAL STUDIES
- Cognitive Theory
- Sociocultural Theory
- Humanist Theory
- Language learning strategy theory
From the sociocultural perspective, learning environment and context influence individuals' language learning strategy orientation (Nguyen & Terry, 2017). Finally, we can argue that the theories underlying language learning strategies are highly complex, dynamic and eclectic, drawing on many different theoretical traditions.
RELATED PREVIOUS STUDIES
The results show that Chinese learners use a high level of general language learning strategies. Third, the results also show that gender significantly affects the overall learning strategy of Chinese students.
CONCLUSION
According to Kamalizad (2018), the seventh edition of Oxford's SILL adopted to collect students' language learning strategy on the six strategy categories included in SILL and reported the influence of language skills on Iranian English learners' strategy use in two different contexts, ESL in Malaysia and EFL in Iran. The results show that language ability significantly affects ESL students' use of the overall strategies and the six strategies. In contrast, there is no significant difference in the overall use of SILL and its six strategy categories among low-, intermediate-, and high-level English learners.
In conclusion, most studies on language learning strategies use the Oxford Strategy Inventory for Language Learning (SILL) in the data collection process, and language learning strategies are related to language ability and learning context. However, the pressure on Thai teachers and Chinese students to use English is increasing due to the differences in language and cultural backgrounds and the uneven English language skills of students from different Chinese cities. In order to better understand the learning situation of Chinese students, it is necessary to understand the English learning situation of Chinese students in the Thai context, the learning strategies they use, and the differences in learning strategies used by students with different levels of English.
Therefore, this study will use Oxford's Strategy Inventory for Language Learning (SILL) to investigate the learning strategies used by Chinese students when learning English in the Thai context and the differences in the strategies used by students with different English proficiency levels.
RESEARCH METHODOLOGY
- RESEARCH DESIGN
- CONTEXT OF THE STUDY
- POPULATION AND SAMPLE
- The Research Population
- The Research Sample
- RESEARCH INSTRUMENTS
- Research Questionnaire
- Research Semi-Structured Interview
- VALIDITY AND RELIABILITY OF RESEARCH INSTRUMENTS
- Validity of Research Instruments
- Reliability of Research Instruments
- DATA COLLECTION PROCEDURES
- Ethical Consideration
- Approval from Concerned Authority
- Anonymity of the Participants and Confidentiality of the Information
- DATA ANALYSIS
- Questionnaire Data Analysis
- Semi-Structured Interview Data Analysis
After receiving the questionnaire results, the semi-structured interview questions were formulated in accordance with the results from the questionnaire. Then, the researcher selected ten volunteer students with mixed English proficiency levels for Semi-Structured Interviews through the purposive sampling method. The qualitative semi-structured interview is one of the most important and most used data collection methods in the social sciences (Bradford & Cullen, 2013).
The semi-structured interview in this study aims to support and supplement the results of the questionnaire survey. The researcher collected relevant data from Chinese students studying at Rangsit University through a questionnaire survey and semi-structured interviews. First of all, before the data collection, the researcher applies to the relevant authority at Rangsit University for permission to conduct a questionnaire and semi-structured interview to collect data from the samples in this study.
In addition, the researcher used content analysis as an analytical method for the semi-structured interview data. In this research, the researcher used content analysis as an analytical method for semi-structured interview data.
DATA ANALYSIS
ANALYSIS OF THE QUESTIONNAIRE DATA
- Individual Background Questionnaire
- The Strategy Inventory for Language Learning (SILL) Questionnaire
The following Table 4.4 showed English proficiency among bachelor, master and doctoral students of Chinese students at Rangsit University. The following Table 4.6 showed the frequency levels of use of the Oxford Strategy Inventory for Language Learning (SILL) by poor English proficiency students, fair English proficiency students, and good English proficiency students by Chinese students at Rangsit University. The following Table 4.7 shows the relationship between the use of the Oxford Strategy Inventory for Language Learning (SILL) by students with poor English proficiency, fair English proficiency students, and good English proficiency students by Chinese students at Rangsit University.
The Figure 4.8 shows mean scores of memory strategy category comparison among Poor English Proficiency students, Fair English Proficiency students and Good English Proficiency students. The Figure 4.9 shows mean scores of cognitive strategy category comparison among Poor English Proficiency students, Fair English Proficiency students and Good English Proficiency students. The Figure 4.10 shows mean scores of compensation strategy category comparison among Poor English Proficiency students, Fair English Proficiency students and Good English Proficiency students.
Figure 4.11 shows average scores of overall SILL comparison among students with poor English skills, students with fair English skills and students with good English skills. Conclusion: Different tests of English proficiency level do not show significant differences in metacognitive strategies, affective strategies and social.
ANALYSIS OF THE SEMI-STRUCTURED INTERVIEWS DATA
Do you think the level of English proficiency affects the use of English learning strategies? There is a positive correlation between English knowledge and English learning strategies, and good learning strategies will have a positive effect on English knowledge.” (Interviewee 1, personal communication, 20/09/2021). Yes, the level of English proficiency and the use of English learning strategies have an impact.
Good English proficiency can use more learning strategies to learn English." (Interviewee 3, personal communication, September 21, 2021). Make an impact and higher English proficiency levels can use more English learning strategies." (Interviewee 7, personal communication, 28 September 2021). The level of English proficiency will have a partial influence on the use of English strategies, such as understanding and skill in using strategies."
Interview Summary Answers from Q2: All interviewees believed that English proficiency was positively correlated with English learning strategies. A good level of English proficiency can use multiple learning methods to learn English, while a poor level of English proficiency will be limited.
CONCLUSION
CONCLUSION, DISCUSSIONS, AND RECOMMENDATIONS
- CONCLUSION
- The Conclusions for SILL Questionnaire Analysis
- The Conclusions for Semi-Structured Interview Analysis
- DISCUSSIONS
- Responses to Research Question 1
- Responses to Research Question 2
- Responses to Research Question 3 and research hypothesis
- RECOMMENDATIONS
- Recommendations for the Current Study
- Recommendations for Further Studies
- EDUCATIONAL IMPLICATIONS OF THE STUDY
The main objective of this study was to investigate the use of the Oxford Strategy List for Language Learning (SILL) in Chinese students' English learning in a Thai context. Second, we examine the relationship between students' language learning strategies and their level of English proficiency. What is the engagement of Chinese students using the Oxford Strategic List for Language Learning (SILL) in learning English at Rangsit University, Thailand?'
According to the study, Chinese students at Rangsit University frequently use Oxford's Strategy Inventory for Language Learning (SILL) when learning English. Are there differences in the use of six strategies from Oxford's Strategy Inventory for Language Learning (SILL) for Chinese students when learning English at Rangsit University, Thailand? The results showed significant differences in the use of language learning strategies in SILL, Memory Strategies, Cognitive Strategies and Compensation Strategies.
The results showed no difference between language learning strategies and high, medium and low achievers. However, all Chinese students have a high frequency of using Oxford's Strategy Inventory for Language Learning (SILL) in English learning.
The Exploring Nature of Definitions and Classifications of Language Learning Strategies (LLSs) in the Current Studies of Second/Foreign Language Learning.Language in India,11(9). English language learning strategies: An exploratory study of management and engineering students. Starting point: Journal of English Education and Applied Linguistics. The effects of anxiety, shyness and language learning strategies on speaking skills and academic performance.
An investigation of ELT learners' academic achievement and their use of language learning strategies across gender groups (Unpublished doctoral dissertation). A study on the English language learning strategies used by Thai engineering students with high English proficiency (Unpublished Master's thesis). The use of learning strategies and their effects on Thai adult learners' English language learning.
A study of language learning strategy use in the context of EFL curriculum and pedagogy reform in China. Language learning strategies and English proficiency: A study of Chinese undergraduate programs in Thailand.Scholar: Human Sciences,1(1).
QUESTIONNAIRE
Questionnaire
Personal Information
Oxford’s Strategy Inventory for Language Learning
Interpretation: 1-Never 2-Usually not 3-Somewhat 4-Usually 5-Always
Open-ended Question
Are there any other language learning strategies in your English learning that are not mentioned above.
IOC FOR THE QUESTIONNAIRE
The Item Objective Congruence (IOC) Form for the Questionnaire by Experts
Oxford ’ s Strategy Inventory for Language Learning
3 I connect the sound of a new English word to a picture or picture of the word to help me remember the word. 4 I remember a new English word by creating a mental image of a situation in which the word might be used. 9 I remember new English words or phrases by remembering their location on the page, on the board or on a street sign.
18 I first skim an English passage (read quickly over the passage) then go back and read carefully. 19 I look for words in my own language that are similar to new words in English.
IOC Result of the Questionnaire
SEMI-STRUCTURED INTERVIEW
Semi-Structured Interview
IOC FOR THE SEMI-STRUCTURED INTERVIEW
The Item Objective Congruence (IOC) form for the Semi-Structured Interview by Experts
IOC Result of the Semi-Structured Interview
The Reliability Results (Cronbach’s Alpha)
Cronbach’s Alpha Reliability Analysis
BIOGRAPHY
