The Study of the Undergraduates' English Learning

Available online at www.sciencedirect.com

Procedia - Social and Behavioral Sciences 69 (2012) 1757 – 1765

International Conference on Education and Educational Psychology (ICEEPSY 2012)

The Study of the Undergraduates’ English Learning Strategies Ong-art Namwong* Faculty of Education, Khon Kaen University, Khon Kaen 40002, Thailand

Abstract The purposes of this study aimed to study and compare the undergraduates’ English learning techniques and English learning strategies among four skills; listening, speaking, reading and writing in a high achievement group and a low achievement group in phase one and to study the results of using the English learning techniques in a low achievement group in phase two. The research instruments employed at each phase were the English learning techniques and strategies questionnaire, the semistructured interview form, the behavioural observation form, the self-reflection form and task evaluation form. The findings revealed that the undergraduates in a high achievement group and a low achievement group used the different English learning techniques but the similar English learning strategies. The high achievement group; however, performed better in English skills than the low achievement group because of the duration of their practices and the concentration for academic purposes. Moreover, the results of using English learning techniques in the low achievement group demonstrated that the students had better English learning behaviours and obtained a very good level from task assessment. © 2012 2012 Published The Authors. Published bySelection Elsevier Ltd. Open access under BY-NC-NDoflicense. © by Elsevier Ltd. and/or peer-review underCC responsibility Dr. Zafer Bekirogullari of Cognitive – Counselling, Selection & and peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive – Counselling, Research & Conference Services C-crcs. Research Conference Services C-crcs. Keywords: English learning strategies; English teaching; Higher Education

1. Introduction For the English language instruction as a foreign language in Thailand, it wasn’t successful as it should be. Although the students spent several years in school, they were not able to use the English language in listening, speaking, reading, and writing efficiently. Since the students lacked of opportunity in using the language in environment as the language owner did. The teachers selected and determined their instructional activities. But, they still didn’t provide various activities so that their students would have more opportunities in using language. Besides, the each student had different learning style. Ellis (1994)"stated that there were three groups of related variables including: the Individual learner differences, the affective states, and other general factors. The variable groups in different strategies of students who studied the language, and the variable group of language learning outcomes regard to the proficiency, achievement, and rate of acquisition. According to current situation in instructional management, found that the students had different levels of their learning achievement. As a result, the researcher was interested in studying which strategy the high learning achievement students called “High Learning Achievement Students,” used, in order to conclude the high achievement student group’s English learning 1877-0428 © 2012 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.

Selection and peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive – Counselling, Research & Conference Services C-crcs. doi:10.1016/j.sbspro.2012.12.125

1758

Ong-art Namwong / Procedia - Social and Behavioral Sciences 69 (2012) 1757 – 1765

techniques and strategies as well as apply them to develop the low achievement student group’s learning achievement to be congruent with the students’ learning strategies in the future. 1.1 Research Purposes The purposes of this study were as the followings: 1. To study the English learning techniques, and English learning strategies of high achievement students, and low achievement students. 2. To compare the English learning techniques, and English learning strategies of high achievement students, and low achievement students. 3. To use the high achievement students’ English learning techniques to develop the low achievement students’ English learning. " 2. Literature review This study used the framework of Oxford’s (1990) classification of language learning strategies which consist of direct strategies, and indirect strategies. Direct strategies are divided into memory strategies, cognitive strategies, and compensation strategies. Moreover, indirect strategies are divided into metacognitive strategies, affective strategies, and social strategies. For techniques, this work referred to Naiman et al.’s (1978 cited in O’Malley and Chamot, 1990) techniques for second language learning focused on specific aspects of language learning which comprise of sound acquisition, grammar, vocabulary, listening comprehension, learning to talk, learning to write, and learning to read. According to synthesis of research studies, the high learning achievement students, and the low learning achievement students had different learning strategies in English language (Hoomana and Boonin, 2007; Boonma, 2008). Moreover, the students with high learning achievement, significantly used more learning strategies than those with low level of learning achievement (Kanyot, 1997; Jindaprasert, 1997). In direct strategies, the students most frequently used the compensation in language learning (Wajasat, 1990; Yang, 1992; Panmuang, 2002; Boonkerd, 2003; Kotesombat, 2003; Taw, 2008; Yin, 2008; Yang, 2010), frequently used memory strategies (Panmuang, 2002; Prasobsin , 2003; Koh Thong Chiang, 2006; Siriwan, 2007; Prakongchat, 2007), and cognitive strategies (Panmuang, 2002; Koh Thong Chiang, 2006). For the indirect strategies, the students frequently used metacognitive strategies (Wajasat, 1990; Rattanapon, 1998; Panmuang, 2002; Koh Thong Chiang, 2006; Pawapachara-udom, 2007; Prakongchat, 2007), used social strategies (Panmuang, 2002; Koh Thong Chiang, 2006; Sritampawa, 2006), and affective strategies (Panmuang, 2002; Prasobsin, 2003; Sritampawa, 2006). 3. Methodology 3.1 Target Group The target group consisted of 10 fourth year students majoring in Teaching English to Speakers of Other Languages (TESOL), Bachelor’s Degree in Education, Faculty of Education, Khon Kaen University who enrolled ENG 321 English Grammar in academic year 2009, with grade point average 3.69 up for 5 students as the high learning achievement students, and the low learning achievement students with grade point average lower than 3.00. 3.2 Instruments 3.2.1 Phase 1: A study and a comparison of the target group’s English learning techniques, and English learning strategies. The instruments using for studying and comparing the target group’s English learning techniques, and English learning strategies, included the Questionnaire, and Semi-structured interview. 3.2.2 Phase 2: The instruments using for studying the findings of the application in English learning for teaching the low achievement target group.

1759


The instruments using for studying the findings of the application in English learning for teaching the low achievement target group, were 1) Lesson Plans, 2) Learning Behavioral Observation Form, 3) the Task Assessment Form, and 4) the Learning Reflection Form. 4. Results 4.1. The use of English learning techniques, and English learning strategies of high achievement students, and low achievement students in listening, speaking, reading, and writing. Table 1" The overall level of practice in English learning techniques and strategies for practicing the listening, speaking, reading, and writing skills Practice Strategies

"

Listening Skill Speaking Skill Reading Skill Writing Skill Overall

X 3.51 3.73 3.19 3.23 3.33

Practice Level S.D. Level 0.64 High 0.87 High 0.68 Moderate 0.74 Moderate 0.59 Moderate

According to Table 1, showed that the level of practice in English learning of both high achievement student group, and low achievement student group regarding to listening, speaking, reading, and writing skills, in overall, was in “Moderate” level ( X = 3.33 and S.D. = 0.59). Considering each skill, found that the practice in listening skill, in overall, was in “High” level ( X = 3.51 and S.D. = 0.64). The practice strategy for speaking skill, in overall, was in “High” level ( X = 3.73 and S.D. = 0.87). The practice strategy for reading skill, in overall, was in “Moderate” level ( X = 3.19 and S.D. = 0.68). Moreover, the practice strategy for writing skill, in overall, was in “Moderate” level ( X = 3.23 and S.D. = 0.74). The skill with highest level of average value, was the usage of practice in speaking skill. The second order included the usage of practice in listening skill, and writing skill. The skill with lowest level of average value, was the usage of practice in reading skill. From the above mentioned, it could be concluded as follows:

ンくΒ ンくヶンくヴンくヲンヲくΒ

]ｷ Wﾐｷﾐｪ

} W;ﾆｷﾐｪ

yW;Sｷﾐｪ

ｷｷﾐｪ

Figure 1 The overall level of practice in English learning techniques and strategies for practicing the listening, speaking, reading, and writing skills

"

1760


4.2 The comparison of the English learning techniques, and English learning strategies of high achievement students, and low achievement students. The English learning strategies of high achievement student group, and low achievement student group regarding to the listening, speaking, reading, and writing skills, could be concluded in Table 2. Table 2 Comparison of similarities and differences of English learning techniques between the high achievement student group, and low achievement student group Skills

Similarities in English Learning Techniques of High Achievement Group, and Low Achievement Group

Listening

- Listening to media practicing one’s listening skill, foreign teachers teaching in class, radio programmes, English songs, and internet - Watching soundtrack movies, English programmes on TV, and cartoons - Speaking with foreign friends and teachers - Practicing in speaking with classmates - Presentation in Class - Singing

Speaking

Reading

Writing

Differences in English Learning Strategies of High Achievement Group, and Low Achievement Group High Group - Listening to native speakers - Watching Korean Movie

- Speaking imitating the characters and remembering situation in stories for application. - Practicing in Speaking by oneself, - Going abroad - Practicing in Speaking with oneself by determining the situation - Video for Speaking. - Reading newspaper, short stories, - Encyclopedia, short magazine, English lyrics, English cartoon novels, articles, guessing English subtitle, books, documents, meaning from context of textbooks, and studying in Class. sentence, translation from English into Thai - Classroom writing, - Pen friend Email, - English Grammar Book, - Translation from Thai into - Writing sentences using English lyrics English - Talking through the program, - Practice writing from whatever which thinks of

Low Group Watching international football programmes on TV

Lesson textbooks with audio tape including conversation

Reading introduction and explanation from online games.

Tutorial and Journal Writing

According to interview data, found that in listening, both of high achievement students, and low achievement students, expended Cognitive strategies and Affective strategies. For speaking, found that the students administered the Cognitive strategies as well as Compensation strategies. In addition in reading and writing, found that the students showed their Memory strategies, Cognitive strategies, and Compensation strategies. All of the strategies mentioned were Direct strategies. In addition, the students also used Indirect strategies, Meta-cognitive strategies, Affective strategies, and Social strategies in pair work as well as group work in doing report and presentation. Ranking order of Direct strategies, the students administered Cognitive strategies in every skill including: Listening, Speaking, Reading, and Writing, Compensation strategies in Speaking, Reading, and Writing, and Memory strategies in Reading and Writing. For Indirect strategies, the students expended Affective strategies in


1761

every skill including: Listening, Speaking, Reading, and Writing, Social strategies in Speaking and Writing, and Meta-cognitive strategies in Speaking and Writing as shown in Table 3. Table 3 " Language learning strategies used by the target group Strategies Listening Direct strategies Memory Cognitive Compensation Indirect strategies Metacognitive Affective Social

X

X

English skills Speaking Reading X X X X X

Writing

X X X

X X X

X

X X X

4.3 The techniques using in English language learning for teaching the low achievement target group. """""""The techniques using for developing the target group’s English language learning skills were as follows: song, movies, Cartoon strips, and Aesop’s fables. Considering scores obtaining from the assessment of worksheet in English language learning by song, found that the target group obtained the score in “Very Good” level. In English language learning by movies, found that their score was in “Good” level. For English language learning by cartoon strips, found that their score was in “Very Good” level. In English language learning by Aesop’s fables, found that their score was in “Very Good” level. According to the application of English language learning for developing the target group’s English language learning, found that the target group mainly used Direct Strategies regarding to Cognitive strategies, and Compensation strategies in listening. For speaking, the target group mostly used the Indirect Strategies regarding to Metacognitive strategies, and Social Strategies. What’s more, the target group administered the Direct Strategies in Cognitive strategies, and Compensation strategies including the Indirect Strategies in Social Strategies in reading. In addition, the target group not only used Direct strategies in Cognitive strategies and Compensation strategies but also Indirect strategies in Metacognitive strategies, and Social strategies." 5. Discussion 5.1 The findings and comparisons of English learning techniques and strategies of the target group There were no differences in the used strategies between students with high achievement in language proficiency (Kotesombat, 2003; Koh Thong Chiang, 2006). The target group also used Compensation strategies in guessing unknown words and writing (Kotesombat, 2003; Taw, 2008; Yang, 2010). According to the above, although the target group used similar English Language Learning Strategies, the outcomes were different since the continuity of usage in learning techniques and strategies. The low achievement target group exploited English Language Learning Strategies for recreation rather than focusing on academic area for developing their English learning truly, for instance, game playing, watching the football match on TV, and speaking with oneself in front of the mirror for teaching. The students were lazy and didn’t practice continuously except studying in class only. They didn’t like to read. But, they practiced what they liked such as watching cartoon. They didn’t prefer watching movie or listening to music. It was supported by Griffiths’s (2003) study, found that the most progress students were persons who increased frequency in using Language Learning Strategies. Likewise, the high learning achievement would use learning strategies more than those with low achievement (Jindaprasert, 1997; Kanyot, 1997). Taw (2008) also stated that in part of application, the teachers should encourage their students to be familiar with language learning strategies, able to apply in English learning, assign work task as well as select the lessons facilitating students to use the language learning strategies more. It was supported by Wong and Nunan’s (2011) conclusions that the attitude towards language learning was a key expressing the differences between high

1762


achievement and low achievement students. Since the former viewed the language as an instrument for communication rather than only the required course in program which they had to pass the examination. Besides, they administered various strategies as well as a long period of time in practicing outside their class for developing the better learning techniques. 5.2 The development of English learning 5.2.1 Song "" The students collaborated in working, consulting, expressing opinions, and participating in activities for creating the activities conveying content of songs. They enjoyed studying the vocabularies from the exercise of song vocabularies. It could be concluded that the Supplementary Exercise of Song Vocabularies could alleviate their anxiety in vocabulary learning which would cause their low English Language Learning Achievement. Furthermore, it could motivate them to learn vocabularies as well. The songs could help them to be ready for applying vocabularies in new situation as well as using vocabularies in the exercise in their daily life. It was congruent with linguistic principle that the songs could enhance the students’ readiness in daily life language since it was more related to their life experience than other kinds of media. In addition, the song material was a good example for practical language use. (Peacock, 1997, p.152; Li, 1998 p. 685; Schoepp, 2001; Willis and Mason, 1994 ;cited in Cheunboon, 2009). It was supported by Dee (2003) who found that the students obtained better knowledge in vocabularies as well as higher level of creative writing after using game activity. Pongsai (2009) found that the students studying the Verb Phrase by song, had higher learning achievement at 0.01 significant level. Jankaew (2009) and Ritchai (2007) found that the experimental group students studying by song using for enhancing the grammar knowledge, received significantly higher level of grammar knowledge than those of control group studying by general technique. It was supported by Cakir (1999 cited by Ritchai, 2007) that the song was an important media including various characteristics which could be understood, enjoyable, authentic, full of language needed to be used in real situation. 5.2.2 Movies The students were interested in watching the movies by listening to movies attentively. They collaborated in working with their partner for getting main idea of story. They used electronic dictionary to find the meaning of vocabularies which was supported by Nuwongsri’s (2003) findings that the development of listening skill by selfstudy through audio movies, could improve and develop the samples’ listening skill. They were more confident in listening as well as satisfied with development of listening skill by this technique further. " 5.2.3 Cartoon Strips The students had fun with cartoon reading, searching for meaning needed to communicate to readers by the cartons. They had role playing with their fiends in group as the cartoons in assigned story. Moreover, they drew pictures of cartoons composed by themselves. They collaborated and were attentive in studying very well. It was supported by Punmapat (2010) findings found that the development of language learning by cartoon, could improve the students’ vocabulary knowledge, stimulate their learning interest, ellevate their reading skill, and help them to gain better comprehension in the lessons. 5.2.4 Aesop Fables " The students enjoyed reading Aesop Fables. They cooperated in group working for role playing in communicating the story. In addition, they learned from the lesson from stories they had read. It was congruent with Sangpan’s (2010) findings of development in English Language Reading Activities by using Easope Tale, was served to the students’ needs since it could develop their prior knowledge, improve their reading ability. Consequently, they had better learning achievement. Dechjaroen (2006) found that the students’ post-test learning achievement and English language Learning Skill was higher than the pre-test at 0.01 significant level. Besides, according to the development for target group by using those learning strategies, found that the target group had


1763

better English Learning Behaviors as well as Cooperative Learning as social strategies enhancing their language proficiency. It was supported by Jacobs and Goh’s (2007) statement that the students’ learning levels were in the same. Their anxiety was lowered down. They had opportunity to ask their friends’ support, express opinion by speaking out, be able to ask and share language knowledge with each other both of outside and inside their class. 6. Conclusion According to the study, it could be viewed that this study included limitation: it was only the study and comparison of students’ English learning techniques as well as language learning strategies. Therefore, future research should be conducted by studying the relationship between teachers’ teaching techniques, and students’ English Language Learning Strategies whether they were congruent in order to be useful for instructional management in developing the students to learn English more efficiently as well as creating the model for English teaching further. Acknowledgements This study was funded by Office of Research Administration, Khon Kaen University, Thailand. Furthermore, I would like to thank Faculty of Education, Khon Kaen University to support in conducting this study and Putcharee Junpeng for her help with the data analysis and suggestions. I am extremely grateful. References Boonkerd, Usicha. (2003). Development of Activities focusing on Learning Strategies for Enhancing the English Language Writing of Second Year Students, Naresuan University. Master of Education Thesis in English Language Teaching, Graduate School, Chiangmai University. Boonma, Suwimon. (2008). A Study of English Learning Strategies of Pratomsuksa 5 Students, Ubonwittayakom School. Master of Education Thesis in English Language, Graduate School, Ubonrachatani Rajabhat University. Chuenboon, Supitcha. (2009). The Development of Supplementary Exercises of Vocabulary from Songs for Poor Learners. An Independent Study Report Master of Arts Thesis in English, Graduate School, Khon Kaen University. Dechjaroen, Jiraporn. (2006). English Learning Achievement and English Skill of Matthyomsuksa I Students Learning English through Tale. Master of Education Thesis in Curriculum and Instruction, Burapha University. Dee, Prateep. (2003). Using Song activities to Promote Vocabulary Knowledge and Creative Writing Ability for Certificate in Vocational Education Level Students, Chiangmai Commercial College. Master of Education. Chiangmai Rajabhat University. Ellis, Rod. (1994). The Study of Second Language Acquisition. New York: Oxford University Press. Ellis, Rod. (1997). Second Language Acquisition. New York: Oxford University Press. Griffiths, Carol. (2003). Language Learning Strategy Use and Proficiency: The relationship between patterns of reported language learning strategy (LLS) use by speakers of other languages (SOL) and proficiency with implications for the teaching/learning situation. Doctoral Dissertation, University of Auckland. Hoomana, Nachaya and Boonin, Anchana. (2007). Learning Strategies in English Language for Communication, and Learning Skill of the Second Year Students, Pechaboon Rajabhat University. An Independent Study for Master of Art, Graduate School, Naresuan University. Jacobs, George M. and Goh, Christine C.M. (2007). Cooperative Learning in the Language Classroom. Singapore: SEAMEO Regional Language Centre. Jankaew, Kanuengnit (2009). A Comparison of Learning Achievement in English Lexical Memorizing by Music Form Lesson Plan and Ordinary Form Lesson Plan of Grade 4 Students. Master of Education Thesis in Curriculum and Instruction, Chiangmai Rajabhat University. Jindaprasert, A-pa-pon. (1997). Development of Foreign Language Learning Strategies. Journal of Research, Khon Kaen University, 2(1) January-June 1997. Kanyot, Taweesak. (2007). A Study of English Learning Strategies of First Year Students, Piboonsongkram

1764


Rajabhat University. Piboonsongkram Rajabhat University. Kotesombat, Narumon. (2003). A Case Study of Usage in English Language Learning Strategies. Master of Art Thesis in Applied Linguistic, Graduate School, Mahidol University. Koh Thong Chiang, Aaron. (2006). Vocabulary Learning Strategies in English Reading in a Natural Setting of Students, Chingmai University. Master of Education Thesis in Teaching English as a Foreign Language, Chiangmai University. Lan, Rae L. (2005). Language Learning Strategies Profiles of EFL Elementary School Students in Taiwan. Abstract from: UMI Proquest Digital Dissertation Item: 3178649. Namuangrak, Intira. (1999). Learning and Strategies in Communication of English Language Conversation by Secondary School Students. Master of Art Thesis in Linguistic, Faculty of Education, Graduate School, Tamasat University. Noowongsri, Rangsiya. (2003). Listening Comprehension Skill Development by Self-Access Learning through Soundtrack Movies. An Independent Study Report Master of Arts Thesis in English, Graduate School, Khon Kaen University. O’Malley, J. Michael and Chamot, Anna Uhl. (1990). Learning Strategies in Second language Acquisition. New York: Cambridge University Press. Oxford, Rebecca L. (1990). Language Learning Strategies: What Every Teacher should Know. Boston: Heinle & Heinle Publishers. Panmuang, Janram. (2002). Learning Strategies affecting English Language Learning Ability of Prathomsuksa 6 Students, the Office of Mahasarakham Primary Education. Master of Education Thesis in Educational Research, Graduate School, Mahasarakham University. Pawa-pachara-udom, Rattana. (2007). A Survey of Problems and Strategies in English Language Learning of Thai Students in International Program, Mahidol University. Master of Art in English Language for Business and Industry, Graduate School, King Mongkut’s Institute of Technology, Bangkok. Pongsai, Piyawadee. (2010). Teaching Phrasal Verbs by Using English Songs. Master of Arts Thesis in English, Ubonrachatani Rajabhat University. Prakongchat, Nisakon. (2007). Relationship of Variables, and Usage in English Language Learning Strategies of Thai First Year Students in Public Universities. Doctoral Dissertation of Art in English Language Studies, Graduate School, Suranaree University of Technology. Prasobsin, Warapon. (2003). Causal Model of Learning Strategy Variables Affecting English Language Learning Achievement of Matayomsuksa 3 Students in Schools under the General Education Department, Kalasin Province. Master of Education Thesis in Educational Research, Graduate School, Mahasarakham University. Punmapat, Kwanmuang. (2010). Development of English Reading Skill by Using Cartoon Book for Matayomsuksa I Students, Puluangwittaya School, under the Office of Loei Educational Service Area 2. Master of Education Thesis in Curriculum and Instruction, Graduate School, Khon Kaen University. Rattanapon, Pachareepan M. (1998). A Study of Learning Characteristic and Strategies in English Language of Matayomsuksa 5, Triam-udom-suksa School, Bangkok. Master of Art Thesis, (Education-Teaching) English Language Teaching, Department of Education, Graduate School, Kasetsat University. Rittichai, Pornpat. (2007). A study of Using Songs as a Supplemental Tool for English Grammar Learning of Grade Six Students at Demonstration School, Uttaradit Rajabhat University. Master of Arts Thesis in English, Uttaradit Rajabhat University. Sangpan, Watcharaporn. (2010). The Development of English Reading Comprehension Activity by Aesop's Fable for Mattayomsuksa II Students. Master of Education Thesis in Curriculum and Instruction, Graduate School, Khon Kaen University. Siriwan, Mayuree. (2007). English Vocabulary Learning Strategies Employed by Rajabhat University Students. Doctoral Dissertation Art in English language Studies, Graduate School, Suranaree University of Technology. Sritampawa, Roongsang. (2006). Practice in English Language Strategies in Mental and Social Aspects of Matthayomsuksa 4 Students. Master of Education Thesis in Curriculum and Instruction, Graduate School, Mahasarakham University. Tangtrakoon, Suporn. (2005). The Effects of the Communicative Teaching Approach with Songs on the English Listening Performance and Learning Attitude towards English of Mattayomasuksa Six


Students. Master of Education Thesis in Curriculum and Instruction, Nakornsawan Rajabhat University. Taw, Cynthia Lay. (2008). Selection in Language Learning Strategies of Thai Fourth Year Undergraduate Students. Master of Art Thesis, Graduate School, Pa-yap University. Wajasat, A-woot. (1990). English Language Learning Strategies of First Year Students, Chulalongkorn University: A Research Report. Language Institute, Chulalongkorn University. Wong, Lillian L.C., Nunan, David. (2011). The Learning Styles and Strategies of Effective language Learner [Electronic version]. Journal of System, Volume 39, Issue 2, June 2011, 144-163. Yang, Mihwa. (2010). Language Learning Strategies of English as a Foreign Language University Students in Korea. Abstract from: UMI Proquest Digital Dissertation Item: 3404469. Yang, Nae-Dong. (1992). Second language learners' beliefs about language learning and their use of learning strategies: A study of college students of English in Taiwan. Doctoral Dissertation, the University of Texas at Austin. Yin, Chengbin. (2008). Language Learning Strategies in Relation to Attitudes, Motivations, and Learner Beliefs: Investigating Learner Variables in the Context of English as a Foreign Language in China. Abstract from: UMI Proquest Digital Dissertation Item: 3307947.

1765