Tài liệu High school efl teachers' perceptions about teaching learning strategies to efl students = nhận thức của giáo viên tiếng anh thpt về việc dạy chiến lược cho học sinh

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN THI NGOC CHAU HIGH SCHOOL EFL TEACHERS’ PERCEPTIONS ABOUT TEACHING LEARNING STRATEGIES TO EFL STUDENTS Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: LE NHAN THANH, Ph.D BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN NGUYỄN THỊ NGỌC CHÂU NHẬN THỨC CỦA GIÁO VIÊN TIẾNG ANH THPT VỀ VIỆC DẠY CHIẾN LƢỢC HỌC CHO HỌC SINH Ngành: Lý luận và phƣơng pháp dạy học bộ môn tiếng Anh Mã số: 8140111 Ngƣời hƣớng dẫn: TS. LÊ NHÂN THÀNH i DECLARATION OF AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university. I, the undersigned, certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by any other person except where due reference is made in the thesis itself. Binh Dinh, 2022 Nguyen Thi Ngoc Chau ii ACKNOWLEDGEMENTS I would like to express the deepest appreciation to those who have facilitated me to complete this paper. First and foremost, my gratitude goes to my research supervisor, Dr. Le Nhan Thanh, for his guidance, patience, and encouragement throughout my study. His technical and editorial advice was essential to the completion of this paper and has taught me innumerable lessons and insights on the workings of academic research in general. I have been extremely lucky to have a supervisor who cared so much about my work. Secondly, I am indebted to all the teachers of the Department of English for the useful knowledge that they taught me during the time I attended the M.A course. Importantly, I would also like to thank the participants at An Khe town for their untiring supports to this research paper. Without their passionate participation and input, the study could not have been successfully conducted. Last but not least, I would like to express my special thanks to my family members whose strong support and encouragement have kept me going this far. iii ABSTRACT Learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations. Teaching learning strategies is very necessary in learning process as it is used as a way to achieve a certain goal. This study aimed to explore high school EFL teachers’ perceptions about teaching learning strategies to their EFL students. The study focused on their perceptions about the necessity, the benefits, and the difficulties of teaching students how to learn English. The participants of the study included 40 teachers from nine high schools in a town in Gia Lai province. The questionnaire was completed by forty high school teachers and the three semistructured interviews were carried out with participation of 3 high school teachers chosen randomly. The data from the questionnaire was analyzed by using Likert-type scale and regression linear statistical analysis through IBM SPSS Statistics 22 Software, and the transcripts of the interview were analyzed following content analysis to find answers to the research questions. The findings of the study indicated that the teachers perceived that teaching learning strategies had a positive impact on EFL students’ academic performance and that these strategies were useful in their classrooms. Based on the findings, implications are suggested for EFL teachers and educators to enhance the effectiveness of English language teaching. Key words: EFL, teaching learning strategies, teachers’ perceptions iv TABLE OF CONTENTS DECLARATION OF AUTHORSHIP ............................................................... i ACKNOWLEDGEMENTS .............................................................................. ii ABSTRACT ..................................................................................................... iii TABLE OF CONTENTS ................................................................................. iv LIST OF ABBREVIATIONS ......................................................................... vii LIST OF TABLES ......................................................................................... viii LIST OF FIGURES.......................................................................................... ix CHAPTER 1 INTRODUCTION .................................................................. 1 1.1 Rationale ................................................................................................. 1 1.2 Aim and Objectives of the Study ............................................................ 2 1.2.1 Aim of the study. .............................................................................. 2 1.2.2 Objectives of the study. .................................................................... 2 1.3 Research Questions ................................................................................. 3 1.4 Scope of the Study .................................................................................. 3 1.5 Significance of the Study ........................................................................ 4 1.6 Organization of the Study ....................................................................... 4 CHAPTER 2 LITERATURE REVIEW ...................................................... 6 2.1 Language Learning Strategies................................................................. 6 2.1.1 Definitions of language learning strategies. ..................................... 6 2.1.2 Features of language learning strategies. .......................................... 8 2.1.3 Classifications of language learning strategies. ................................ 8 2.1.3.1 Direct learning strategy. ........................................................... 10 2.1.3.2 Indirect learning strategies........................................................ 13 2.1.4 Four language skills. ....................................................................... 16 2.1.4.1 Listening skill. .......................................................................... 16 2.1.4.2 Speaking skill............................................................................ 16 2.1.4.3 Reading skill. ............................................................................ 16 v 2.1.4.4 Writing skill. ............................................................................. 17 2.1.5 Factors in strategy choice. .............................................................. 17 2.1.5.1 Learner factors. ......................................................................... 17 2.1.5.2 Situational and social factors. ................................................... 19 2.1.5.3 Academic factor. ....................................................................... 19 2.1.5.4 Cultural background. ................................................................ 20 2.2 Previous research related to the study and Gaps in the existing research ...................................................................................................................... 20 2.2.1 Previous research related to the study. ........................................... 20 2.2.2 Gaps in existing research. ............................................................... 23 2.3 Summary ............................................................................................... 23 CHAPTER 3 RESEARCH METHODOLOGY........................................ 24 3.1 Research Method................................................................................... 24 3.2 Participants ............................................................................................ 24 3.3 Instruments ............................................................................................ 25 3.3.1 The questionnaire. ........................................................................... 26 3.3.2 The interview. ................................................................................. 27 3.4 Data Collection ..................................................................................... 28 3.4.1 Administering the questionnaire. .................................................... 28 3.4.2 Administering the interview. .......................................................... 29 3.5 Data Analysis ........................................................................................ 30 3.6 Summary ............................................................................................... 31 CHAPTER 4 FINDINGS AND DISCUSSION ......................................... 32 4.1 Scale reliability Analysis ...................................................................... 32 4.2 High School EFL Teachers’ Perceptions in terms of the necessity of teaching students how to learn English........................................................ 33 4.3 High School EFL Teachers’ Perceptions in terms of the benefits of teaching students how to learn English........................................................ 39 vi 4.4 High School EFL Teachers’ Perceptions about difficulties in teaching learning strategies ........................................................................................ 43 4.5 Summary ............................................................................................... 47 CHAPTER 5 CONCLUSION ..................................................................... 49 5.1 Conclusion ............................................................................................ 49 5.1.1 Research question 1. ....................................................................... 49 5.1.2 Research question 2. ....................................................................... 49 5.1.3 Research question 3. ....................................................................... 50 5.2 Limitations ............................................................................................ 50 5.3 Implications of the Study ...................................................................... 51 5.3.1 Implications for educators. ............................................................. 51 5.3.2 Implications for school administrators. .......................................... 51 5.3.3 Implications for teachers. ................................................................ 52 5.4 Recommendations for further research ................................................. 53 REFERENCES .............................................................................................. 55 APPENDICES vii LIST OF ABBREVIATIONS ESL: English as second language EFL: English as a foreign Language LLSs: Language learning strategies FL: Foreign language viii LIST OF TABLES Table 2.1. Definitions of language learning strategies -Takač (2008:51)....... 7 Table 2.2. Features of language learning strategies - Oxford (1990:9) ............ 8 Table 2.3. Language Learning Strategy System (Oxford. 1990:17) ............... 10 Table 3.1. Participants’ background characteristics (Valizadeh, 2021) ......... 25 Table 4.1. Reliability Statistics of the questionnaire ..................................... 33 Table 4.2. EFL teachers’ perceptions about the necessity of teaching learning strategies ......................................................................... 33 Table 4.3. EFL teachers’ perceptions about the necessity of teaching learning strategies ......................................................................... 34 Table 4.4. EFL teachers’ perceptions about the importance of teaching learning strategies ......................................................................... 35 Table 4.5. EFL teachers’ perceptions about the importance of teaching learning strategies ......................................................................... 36 Table 4.6. Reasons for teaching learning strategies to EFL students ............. 37 Table 4.7. EFL teachers’ perceptions about the benefits of teaching learning strategies ......................................................................... 39 Table 4.8. EFL teachers’ perceptions about the difficulties of teaching learning strategies ......................................................................... 44 ix LIST OF FIGURES Figure 3.1. Quantitative data collection procedure ......................................... 28 Figure 3.2. Quantitative data collection procedure ......................................... 29 1 CHAPTER 1 INTRODUCTION To set the scene for the study, this chapter starts with an overview of the use of learning strategies in education in the world and Vietnam context. It then describes the rationale for the study, the research aim and objectives, and the research questions. This is followed by the scope and the significance of the study. Finally, there is an overview of the organization of the study. 1.1 Rationale Many nations in Asia and Europe have recently increased their efforts to teach English as a second language (ESL) or as a foreign language (EFL) (ESL). In recent years, second language education has shifted its emphasis away from the ideal teaching strategy and toward how effective teachers and students accomplish their objectives. Teachers' classroom study on the linguistic, discursive, and interactional structure of educational events resulted from this in their case. For students, this has resulted in research on (1) how individuals approach learning both inside and outside of the classroom and (2) the different types of methods and cognitive processes they employ when learning a second language. One of the main purposes of educational evolution is to help students learn how to learn more effectively. Teachers need to give students the information, skills, and strategies they need to succeed. When learning languages, some foreign language teachers may wonder why some of their students are jumping ahead while others are slowly moving forward, no matter how hard the teacher works to make the language lesson interesting and fun. Part of this difference between more and less effective language learners may be due to differences in ability, motivation, and/or commitment. But an important factor seems to be the knowledge and ability to use "how to learn" techniques or learning strategies. The purpose of using learning strategies is to help students learn more efficiently (Weinstein & 2 Mayer, 1986). As students begin to understand their learning processes and gain some control over those processes, they tend to take more responsibility for their learning. Chamot, Barnhardt, El-Dinary and Robbins (1999) noted: “The differences between the most effective learners and the least effective learners were found in the number and range of strategies used, in how the strategies applied to the task, and whether they were appropriate to the task” (p. 166). Therefore, teaching learning strategies is especially useful for later learners. Learning strategies must be chosen according to the activity. Teachers can teach certain strategies to their students, but these strategies do not always work for them. The fact that teachers teach students optional strategies is certainly an important factor and will affect their ability to be competent English learners. As their learning styles differ, so do their preferred learning strategies. If they find effective strategies for learning, they will be able to study successfully. In short, because of the importance of learning strategies, this research aims to find out high school EFL teachers’ perceptions about teaching learning strategies to EFL students. That is the reason why the research on high school EFL teachers’ perceptions about teaching learning strategies to EFL students was carried out. 1.2 Aim and Objectives of the Study 1.2.1 Aim of the study. This study aims to explore high school EFL teachers’ perceptions about teaching learning strategies to their EFL students. 1.2.2 Objectives of the study. To achieve this aim, the researcher has tried to fulfill the following objectives: 3 - to investigate high school EFL teachers’ perceptions about the necessity of teaching students how to learn English, - to explore high school EFL teachers’ perceptions about the advantages in teaching students how to learn English, and - to find out high school EFL teachers’ perceptions about the disadvantages in teaching students how to learn English. 1.3 Research Questions To achieve the above aim and objectives, the researcher has collected data and analyzed it to answer the following questions: 1. What are high school EFL teachers’ perceptions about the necessity of teaching students how to learn English? 2. What are high school EFL teachers’ perceptions about the advantages of teaching students how to learn English? 3. What are high school EFL teachers’ perceptions about the disadvantages of teaching students how to learn English? 1.4 Scope of the Study In this part, the research mentions the scope of the time, the setting and participants, the issues and the data. The research will only be carried out in the academic year 2021–2022. The research will be conducted at high schools in Gia Lai province with the participation of 40 teachers of English. There are many factors relating to the perceptions of teaching learning strategies to EFL students such as the reasons, the importance, the effect, the advantages and the disadvantages. But in this research, the researcher will only focus on one issue: the importance of teaching learning strategies to EFL students. There are two reasons for this choice: Firstly, due to the limitation of 4 time and ability, the research cannot cover all of the issues and problems. And this problem is suitable for the reality of the teachers there so they can easily have a complete understanding of these problems. There are many ways to collect the data. The data can be collected by questionnaires, narratives, interviews, observation and so on. In this study, the researcher will use questionnaires and interviews to collect the data because these ways are accessible and suitable for the teachers there and the researcher can have qualitative and quantitative data with great reliability. 1.5 Significance of the Study This study hopefully can give some contribution as follows: The research should be seen as further contribution in understanding about teaching learning strategies to EFL students. Moreover, this study will give useful data related to teachers’ perceptions about teaching learning strategies to EFL students. Findings and suggestions may be reasons for further researches. The findings of the research may help high school EFL teachers to know the insights on teachers’ perceptions about teaching learning strategies to their EFL students. Thanks to this, teachers can adjust and improve their teaching methodology to help the students be able to know how to learn English. 1.6 Organization of the Study There are five chapters in this study. Chapter 1 – Introduction – presents the background information of the study; including the rationale of the study, the aim and objectives, research questions, scope of the study, the significance and organization of the study. Chapter 2 – Literature review – provides the literature review with the theoretical background of teaching learning strategies. In addition, previous studies related to teaching learning strategies are also mentioned in this chapter. 5 Chapter 3 – Research methods and Procedures – discusses the qualitative and quantitative methods employed in the study. Secondly, it describes the participants of the study. Thirdly, it introduces the research instruments, questionnaire and interview, used to collect data for the study. Lastly, this chapter will come to an end with the procedure to conduct the study and the methods of data analysis. Chapter 4 – Findings and Discussion – analyzes, describes and illustrates the EFL teachers’ perceptions about teaching learning strategies to their EFL students. The information collected from the questionnaire and the data of the semi-structured interviews will be analyzed in order to give more explanations for the findings of the study. From these analyses, the results from the analysis will be discussed. Chapter 5 – Conclusion and Implications – summarizes the main points of the study and suggests some implications for the learners and teachers in teaching learning strategies as well as for further studies. Some limitations are also presented in this chapter. 6 CHAPTER 2 LITERATURE REVIEW This chapter will cover the two main parts: theoretical framework and prior empirical studies. The former looks at the general background of language learning strategies. The latter reviews some related empirical studies examining learning strategies around the world and in Vietnam. 2.1 Language Learning Strategies Language learning strategies play an essential role in teaching and learning English since they facilitate learners' enhancement, which is very useful for learners' competence. 2.1.1 Definitions of language learning strategies. Different linguistic researchers define language learning strategies (LLSs) in different ways. The term "language learning strategies" is defined in various ways such as "technique", "tactic" and "skill". These definitions sometimes overlap and conflict with each other. Weinstein and Mayer (1986) claim that LLSs relate to both behaviors and thoughts, which are invisible. Therefore, Weinstein and Mayer (1986) state that "LLSs are known as particular behaviors and thought processes used by the learners to facilitate acquisition, storage, or retrieval of information" (p.315). In contrast, Oxford and Aphek (1989) define the term as "behaviors" or "actions", which are easily visible. Simply, Nunan (1991, p.168) defines "LLSs are the mental processes which learners adopt to learn and use the target language". As such, Nunan's definition limits learning strategies as "mental processes". Oxford (1998) states that LLSs are the purposeful mental methods adopted by the learners to approach of the target language. Similarly, Takac (2008) defines LLSs are learners' effortfulness to learn a second language. He also collects some more definitions of the different scholars. 7 Table 2.1. Definitions of language learning strategies -Takač (2008:51) Source Definition Tarone (1981) An effortfulness to develop linguistic and sociolinguistic competence in the target language. Weinstein and Mayer (1986) Chamot (1987) Behaviors and thoughts that a learner engages in during learning that are intended to influence the learner’s encoding process. Techniques, approaches or deliberate actions that students take in order to facilitate learning, recall of both linguistic and content information. The term refers to language behaviors learners engage in to learn and regulate the learning of L2, to what learners know about the strategies they use (i.e. strategic knowledge), and to what learner know about aspects of L2 learning. What learners do to learn and do to regulate their learning. Generally, a strategy is a mental or behavioral activity related to some specific stage in the process of language acquisition or language use. Broadly speaking, the term strategy denotes procedures which are sometimes conscious and sometimes unconscious used by a person as a way of reaching a goal. Behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable. Processes which are consciously selected by learners and which may result in action taken to enhance the learning or use of a L2, through the storage, recall and application of information about that language. Conscious or unconscious techniques or activities that an individual invokes in language learning, use or testing. Wenden (1987) Rubin (1987) Ellis (1995) Ridley (1997) Oxford (1998) Cohen (1998) Purpura (1999) It seems that the researchers agree that LLSs as “techniques” employed by the learners to gain knowledge of the target language. Although they attempt to clarify the definitions of LLSs in different ways, these concepts of LLSs, which are still general, vague, and unclear, some arguments over the concept of LLSs in a particular perspective, altogether they agree with Liang (2009) about what LLSs are either behavioral, and thus visible, or mental, and thus invisible or LLS are learning methods including broad approaches as well as particular actions or techniques for learning a foreign language (FL). 8 2.1.2 Features of language learning strategies. It is argued that the best ways to define the notion of LLSs is to list the central characteristic of LLSs. Oxford (1990) provides an adequate list feature of language learning strategies. Table 2.2. Features of language learning strategies - Oxford (1990:9) Features of language learning strategies 1. Contribute to the main goal, communicative competence. 2. Allow learners to be more self-directed. 3. Expand the role of the teacher. 4. Are problem-oriented. 5. Are specific action taken by learner 6. Involve many aspects of the learner, not just the cognitive. 7. Support learning both directly and indirectly 8. Are not always observable. 9. Are often conscious. 10. Are flexible. 11. Are influenced by a variety of factors. 2.1.3 Classifications of language learning strategies. As specified in the above definitions, LLSs are divided into different categories by various researchers such as Weinstein and Mayer (1986), Oxford and Aphek (1989), Nunan (1991). The classification of LLSs is logically developed through time. The early categorization which attempted to recognize and define the behavior of “language learners”. Basing on language learning process, LLSs are divided into four categories. The first category is formal language practicing (which refers to knowledge about language related to grammatical and syntactical elements (i.e., “the language code”), the second category is functional practicing or using language for “authentic communication purposes”, the third category is monitoring for examining and modifying or correcting linguistic output, and the last category is inferencing used for guessing a 9 previously unknown meaning or form in a second language (Bialystok 1978, p. 78-80) Wong-Fillmore (1979) also looking into the role of the individual in language learning divides LLSs into “cognitive” and “social” LLSs, while Rubin (1981), relying on learners’ actions, classifies LLSs into “indirect” and “direct” LLSs. The earlier classification of LLSs (Bialystok, 1978; Wong-Fillmore, 1979; Rubin, 1981) concentrates on providing the whole picture of LLSs employed by the learners while the later categorization of LLSs by O’Malley, Chamot, Stewner-Manzanares, Russo, and Küpper (1985), depending on “learners’ mental process,” divides LLSs into cognitive, metacognitive and socio-affective strategies. Oxford (1992) claims that LLSs fall into five categories, the first categories are those referring to the behaviors of successful language learners; the next ones are those based on psychological functions (cognitive, metacognitive and affective); the following ones are those based on language aspects (e.g. monitoring); the later ones are those relied on language skills or knowledge (e.g., oral production, vocabulary learning); and the last ones are those relied on different learning types or styles. According to Oxford (1990, p.16), direct learning strategy is divided into three secondary strategies, namely: memory, cognitive, and compensation strategies. While Oxford categorizes Indirect learning strategy into metacognitive, affective, and social strategies as presented in the following table.