|Published online: December 8, 2016||$US5.00|
Practitioners and researchers worldwide have enthusiastically undertaken research on language learning strategies (LLS) since the early 1970s. They have since established solid evidence on LLS as an influential factor in determining success in second/foreign language learning. However, in the context of Vietnam, there is a dearth of evidence regarding LLS and successful second/foreign language learning. The purpose of this study was to examine the frequency and pattern of LLS use among Vietnamese students undertaking English as a foreign language (EFL) at the tertiary (university) level. Secondly, it sought to investigate the relationship between LLS use and self-rated English proficiency. Quantitative data were collected from 564 students through a researcher-generated questionnaire, the English Language Learning Strategy Questionnaire (ELLSQ), which had been pretested to ensure validity and reliability. Findings revealed that the students were moderate users of learning strategies, and frequency of strategy use was positively correlated with self-reported English proficiency.
|Keywords:||Learning Strategies, Second Language Learning, English, Vietnamese, Tertiary Students|
The International Journal of Learning in Higher Education, Volume 24, Issue 1, March 2017, pp.19-34. Article: Print (Spiral Bound). Published online: December 8, 2016 (Article: Electronic (PDF File; 447.697KB)).
Adjunct Lecturer, Faculty of Education, University of Tasmania, Launceston, Tasmania, Australia
Research Fellow in Chronic Ill Health, Rural Health Academic Centre, University of Melbourne, Shepparton, Victoria, Australia
Associate Lecturer, Wicking Dementia Research and Education Centre, The University of Tasmania, Launceston, Tasmania, Australia