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

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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.

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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 semi￾structured 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

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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

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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

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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