AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES TO IMPROVE ENGLISH SPEAKING SKILLS AMONG HIGH SCHOOL STUDENTS: A CASE OF THREE HIGH SCHOOLS IN BINH DUONG PROVINCE

PEOPLE'S BINH DUONG PROVINCIAL COMMITTEE
THU DAU MOT UNIVERSITY
-----🕮-----

HOANG THI LE QUYEN

AN INVESTIGATION INTO LANGUAGE LEARNING
STRATEGIES TO IMPROVE ENGLISH SPEAKING SKILLS
AMONG HIGH SCHOOL STUDENTS: A CASE OF THREE
HIGH SCHOOLS IN BINH DUONG PROVINCE

MAJOR: ENGLISH LANGUAGE
MAJOR CODE: 8 22 02 01

MASTER THESIS IN ENGLISH LANGUAGE

BINH DUONG PROVINCE, 2023
0


PEOPLE'S BINH DUONG PROVINCIAL COMMITTEE
THU DAU MOT UNIVERSITY
-----🕮-----

HOANG THI LE QUYEN

AN INVESTIGATION INTO LANGUAGE LEARNING
STRATEGIES TO IMPROVE ENGLISH SPEAKING SKILLS
AMONG HIGH SCHOOL STUDENTS: A CASE OF THREE
HIGH SCHOOLS IN BINH DUONG PROVINCE

MAJOR: ENGLISH LANGUAGE
MAJOR CODE: 8 22 02 01

MASTER THESIS IN ENGLISH LANGUAGE
SUPERVISED BY Ph.D. TRAN THANH DU

BINH DUONG PROVINCE, 2023
0


STATEMENT OF THE AUTHORSHIP
I, the undersigned, hereby declare that I am the sole author of the thesis
entitled “An Investigation into Language Learning Strategies to Improve English
Speaking Skills among High School Students: A Case of Three High Schools in Binh
Duong Province.”
I have fully acknowledged and referenced the ideas and work of others,
whether published or unpublished, in my thesis. My thesis does not contain work
extracted from a thesis, dissertation, or research paper previously presented for
another degree or diploma at this or any other university.

Binh Duong, July 2023

Hoang Thi Le Quyen

i


RETENTION OF USE
I hereby state that I, Hoang Thi Le Quyen, being a candidate for the degree of
Master of English Language accepts the requirements of the University relating to the

retention and use of Master’s Theses deposited in the Library. In this regard, I agree
that the original of my Master’s thesis deposited in the Library should be accessible
for purposes of study and research.

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ACKNOWLEDGEMENTS
This thesis would not have been possible without the support of many people
and groups.
Firstly, I would like to express my deepest gratitude to my supervisor, Ph.D.
Tran Thanh Du, for his continued guidance and invaluable assistance and insights
leading to the writing of this thesis.
My sincere thanks also go to all Thu Dau Mot University teachers for teaching
me the essential knowledge to complete this paper.
Furthermore, I am greatly indebted to Binh Duong Department of Education
and Training and Vo Minh Duc high school for their financial support and
assignments.
Moreover, I am fortunate to have been a part of the English Group of Vo Minh
Duc upper secondary school; highly thankful to my colleagues and students from Vo
Minh Duc, Binh Phu, and Nguyen Thi Minh Khai high school for their constant bits
of help.
Additionally, I am greatly indebted to the authors of my paper’s references.
Last but not least, I am grateful for my parents, siblings, husband, and daughters
whose unconditional love and support keep me motivated and confident.

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ABSTRACT

The role of language learning strategies (LLS) in second language acquisition has
received increased attention across several disciplines in recent years. LLS has been
shown to occur in many studies over the years to improve language learning efficiency.
The current study endeavors to scrutinize LLS employed by the students at (1) Binh Phu,
(2) Vo Minh Duc, and (3) Nguyen Thi Minh Khai high schools and suggests solutions to
improve the effectiveness of LLS. Based on the data collected and analyzed by mixed
methods (quantitative and qualitative), the survey reveals that students’ motivation
enormously affected LLS. The author first sent and collected data from questionnaires,
then complimented interviews, subsequently experimental teaching, and classroom
observation. The findings simultaneously show that students use many LLS to enhance
their speaking skills, but the most frequently used ones are cognitive and affective.
Significant correlations among types of LLS and the influence of motivation on the
choices of LLS are consistent with previous studies. The study’s results concerning LLS
and the effectiveness of LLS are expected to be beneficial to teachers of English and
students in terms of narrowing the gap between the students' LLS and their teaching
methodologies preferences and sketching out the appropriate strategies to enhance
students’ speaking skills. The implications of these findings and the importance of
viewing learners holistically are discussed, and recommendations are made for ongoing
research.
Key words: affective strategies, cognitive strategies, language learning strategies,
memorization strategies, speaking skills.

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LIST OF ABBREVIATIONS
C: Control class
E: Experimental class
IELTS: International English Language Testing System
LLS: Language learning strategies

BP: Binh Phu high school
MK: Nguyen Thi Minh Khai high school
VMD: Vo Minh Duc high school
Pre: Pretest
M: Midterm test
P: Posttest
S1: LLS 1
…
S12: LLS 12
S1COMPUTE: Memorization strategies
S2COMPUTE: Cognitive strategies
S3COMPUTE: Compensation strategies
S4COMPUTE: Metacognitive strategies
S5COMPUTE: Affective strategies
S6COMPUTE: Social strategies

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LIST OF TABLES
Chapter 1 ......................................................................................................................... 1
Table 1.1. The population of the three high schools ....................................................... 5
Chapter 3 ....................................................................................................................... 29
Table 3.1. Student subjects ............................................................................................. 35
Table 3.2. Teacher subjects ............................................................................................ 36
Table 3.3. Speaking assessment criteria (Adapted from IELTS speaking criteria)... .... 41
Table 3.4. Cronbach’s Alpha for each category of the questionnaire ............................ 44
Chapter 4 ....................................................................................................................... 46
Table 4.1. Students' English learning ............................................................................. 46
Table 4.2. Students’ motivation in learning English ...................................................... 47

Table 4.3. Descriptive statistics of students’ motivation in learning English ................ 48
Table 4.4. Students’ preference for LLS ........................................................................ 48
Table 4.5. Descriptive statistics of the activities ............................................................ 56
Table 4.6. Descriptive statistics of pretest results .......................................................... 57
Table 4.7. Paired sample midterm test ........................................................................... 58
Table 4.8. Paired sample posttest ................................................................................... 59

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LIST OF FIGURES
Chapter 2 ....................................................................................................................... 10
Figure 2.1. Diagram of the Strategy System .................................................................. 19
Figure 2.2. Theoretical Framework................................................................................ 27
Chapter 3 ....................................................................................................................... 29
Figure 3.1. Concept map of data collection and analysis .............................................. 32
Figure 3.2. Sampling procedures ................................................................................... 34
Figure 3.3. The formula for calculating the reliable sample size................................... 35
Chapter 4 ....................................................................................................................... 46
Figure 4.1. LLS preference of the sample ...................................................................... 49
Figure 4.2. LLS use of three grades ............................................................................... 50
Figure 4.3. LLS use among three grades ....................................................................... 51
Figure 4.4. LLS use among three schools ...................................................................... 51
Figure 4.4. Differences of test results ............................................................................ 51
Figure 4.5a. LLS use of VMD students ......................................................................... 52
Figure 4.5b. LLS use of BP students ............................................................................. 52
Figure 4.5c. LLS use of MK students ............................................................................ 53
Figure 4.6. Differences of test results ............................................................................ 61
Figure 4.7. Test results among three schools ................................................................. 61

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LIST OF APPENDICES
APPENDIX 1 - LANGUAGE LEARNING STRATEGY CATEGORIES CLASSIFIED
BY RUBIN, O’MALLEY ET AL., AND OXFORD .......................................... 80
APPENDIX 2 - LEARNING STRATEGIES................................................................. 81
APPENDIX 3 – STUDENTS’ ENGLISH LEARNING AND MOTIVATION ............ 84
APPENDIX 4 - STUDENTS’ PRIORITY OF LLS ...................................................... 87
APPENDIX 5 - OBSERVATION CHECKLISTS ....................................................... 92
APPENDIX 6- QUESTIONNAIRE FOR STUDENTS .............................................. 100
APPENDIX 7 - INTERVIEW QUESTIONS FOR TEACHERS ................................ 106
APPENDIX 8 - INTERVIEW QUESTIONS FOR STUDENTS ................................ 107
APPENDIX 9 - RESULTS OF TEACHER INTERVIEWS........................................ 108
APPENDIX 10 - RESULTS OF STUDENT INTERVIEWS ...................................... 113
APPENDIX 11 - RUBRICS FOR PRE, MID, AND POST-TESTS ........................... 118
APPENDIX 12 – TEST RESULTS OF VO MINH DUC HIGH SCHOOL ............... 122
APPENDIX 13 – TEST RESULTS OF BINH PHU HIGH SCHOOL ....................... 127
APPENDIX 14 – TEST RESULTS OF NGUYEN THI MINH KHAI HIGH
SCHOOL .......................................................................... 132
APPENDIX 15 - PRETEST OF SPEAKING .............................................................. 137
APPENDIX 16 - MIDTERM TEST OF SPEAKING .................................................. 138
APPENDIX 17 - POST TEST OF SPEAKING ........................................................... 139
APPENDIX 18 – PAIRED SAMPLE T-TEST ............................................................ 140
APPENDIX 19 – COMPARISON BETWEEN CONTROL AND EXPERIMENTAL ...
CLASSES ........................................................................ 146
APPENDIX 20 – COMPARISON AMONG CONTROL CLASSES FROM THREE
SCHOOLS........................................................................ 148
APPENDIX 21 – LLS USE AMONG THREE HIGH SCHOOLS ............................. 152

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TABLE OF CONTENTS
STATEMENT OF THE AUTHORSHIP .......................................................................... i
RETENTION OF USE ..................................................................................................... ii
ACKNOWLEDGEMENTS ............................................................................................ iii
ABSTRACT .................................................................................................................... iv
LIST OF ABBREVIATION ............................................................................................. v
LIST OF TABLES .......................................................................................................... vi
LIST OF FIGURES ........................................................................................................ vii
LIST OF APPENDICES ............................................................................................... viii
Chapter 1. INTRODUCTION .......................................................................................... 1
1.1. Background to the study ............................................................................................ 1
1.1.1. The importance and dominance of English ........................................................... 1
1.1.2. The three high schools ............................................................................................ 2
1.1.3. The 2018 English syllabus for tertiary education .................................................. 3
1.1.4. The characteristics of the teaching staff ................................................................. 3
1.1.5 The characteristics of the students .......................................................................... 4
1.2. Statement of the problem........................................................................................... 5
1.3. Scope of the study...................................................................................................... 7
1.4. Aims of the study....................................................................................................... 7
1.5. Significance of the study ........................................................................................... 8
1.6. Structure of the study................................................................................................. 8
Chapter 2. LITERATURE REVIEW ............................................................................. 10
2.1. Theoretical framework ............................................................................................ 10

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2.1.1. Overview of speaking ........................................................................................... 10
2.1.2. Language learning strategies (LLS) ..................................................................... 14
2.1.3. The effects of motivation on the choice of LLS ..................................................... 19
2.2. Previous studies ....................................................................................................... 22
2.2.1. Foreign studies ..................................................................................................... 22
2.2.2 Local studies .......................................................................................................... 24
Chapter summary............................................................................................................ 27
Chapter 3. METHODOLOGY ....................................................................................... 29
3.1. Research design ....................................................................................................... 29
3.1.1. Case study ............................................................................................................. 28
3.1.2. Mixed methods ...................................................................................................... 30
3.2. Research questions and hypotheses ......................................................................... 32
3.3. Population and sample ............................................................................................. 33
3.3.1. Sample .................................................................................................................. 33
3.3.2. Population ............................................................................................................ 34
3.4. Instrumentations ...................................................................................................... 36
3.4.1. Questionnaires ...................................................................................................... 37
3.4.2. Interviews.............................................................................................................. 38
3.4.3. Classroom observation ......................................................................................... 39
3.4.4. Experimental teaching .......................................................................................... 40
3.5. Data collection and analysis .................................................................................... 41
3.6. Validity and reliability ............................................................................................. 43
Chapter summary ........................................................................................................... 45
Chapter 4. FINDINGS AND DISCUSSIONS ............................................................... 46
4.1. Findings ................................................................................................................... 46
4.1.1. Questionnaires about students’ English learning ................................................ 46
4.1.2. Teacher interview ................................................................................................. 53
4.1.3. Student interview ................................................................................................. 54
4.1.4. Class observation ................................................................................................ 56
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4.1.5. Test results ............................................................................................................ 57
4.2. Discussions .............................................................................................................. 62
Chapter summary............................................................................................................ 65
Chapter 5. CONCLUSION ............................................................................................. 63
5.1. Conclusions ............................................................................................................. 67
5.2. Recommendations ................................................................................................... 67
5.2.1. Recommendations to students............................................................................... 68
5.2.2. Recommendations to teachers .............................................................................. 69
5.2.3. Recommendation for further studies .................................................................... 71
5.3. Limitations of the study ........................................................................................... 72
REFERENCES ............................................................................................................... 74
APPENDIXES ................................................................................................................ 80

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Chapter 1
INTRODUCTION
The study reported in the thesis examines language learning strategy use among
students at Binh Phu, Vo Minh Duc, and Nguyen Thi Minh Khai High Schools, and the
impact of student motivation on language learning strategy choices. The introductory
chapter presents the background of the study, the problem the thesis attempts to tackle
and provides the rationale for the chosen area of investigation. In addition, the scope of
the study, the aims of the study, and the significance of the study will also be presented
simultaneously. The structure of the study is included in the end of the chapter for readers
to follow more easily.
1.1. Background to the study
1.1.1. The importance and dominance of English

In this era of integration, the demand for communication is increasing, which leads
to the formation of a universal language. English has been at the top position in the list,
surpassing Chinese, Spanish, French, and Esperanto. Most documents, international
summits, and business contracts are in English. English is the language of business,
economics, advertisements, and so on. There are three reasons that make English the
dominant language now and in the future. Firstly, it currently has an enormous number of
speakers. Look at these impressive statistics. It is estimated that nearly one billion five
hundred million people are learning English worldwide. There are over one billion
English-as-a-foreign-language speakers; and approximately four hundred million
English-as-a-second-language speakers. The second reason is that English itself is an
appealing language. It has less grammar than most other Indo-European languages such
as French or Russian. Its writing uses the Latin alphabet so the writing system is simpler
than the hieroglyphs of Chinese or Japanese. The third reason, also the most decisive
reason, is that it is the language of the top developed countries: the USA and most

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countries in Europe. There is a close link between language dominance and the political,
economic, and technological power of a country speaking that language.
With the rising importance and dominance of English, more and more people are
learning it all over the world as well as in Viet Nam. Schools and colleges are making
English a compulsory subject. In Vietnam, it is not an exception. English is a required
subject. It is tested in almost every high school graduation exam, and English is a
prerequisite subject to receive a diploma from colleges and universities. The awareness of
English entails more attention, and so, controversies and renovations in teaching and
learning methodology in classrooms. The focus that used to be on linguistic competence
now moves to communicative competence.
1.1.2. The three high schools
The current study was conducted at three typical high schools in Binh Duong.

Binh Phu High School, which is located in Thu Dau Mot City, was established in 1973.
Vo Minh Duc High School is one of the top high schools in Binh Duong province. It was
founded in 1987 and is located in Thu Dau Mot City. Nguyen Thi Minh Khai High
School, located in Di An City, was founded in 2020.
The schools are beautiful and well-equipped with interactive boards, large
classrooms, and many other tools; however, there are no fixed rooms for English and no
opportunities to create an appropriate environment in which English is the focus of
attention. Each room is convenient enough for learning and teaching with an interactive
board, a green board, five electric fans, five neon lights, a teacher table, desks, and chairs
for students in four where series and twenty-four rows. The seats are arranged in order in
front of the teachers. There is also no audio-visual laboratory, which is very necessary to
practice listening and speaking. Because of the large size of each room (about forty-eight
seats), teachers have to speak loudly. Some say that teachers can use microphones, but
the rooms are not soundproof, so the teacher’s voice through microphones can be
disturbing to the next classes. In English classes, games – the technique to motivate
students – cannot be freely organized because of the noise made by the participants; even
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cassette players should be turned down so as not to annoy the other classes. Students
sitting in the last row can hardly see the board clearly and the teachers’ gestures. The
layout of classrooms makes it difficult to engage students in-group work, yet the activity
helps activate students to communicate in English in real situations. This kind of
classroom makes students passive because students tend to keep silent in front of a large
class.
1.1.3. The 2018 English syllabus for tertiary education
In Binh Duong, the new educational syllabus 2018 issued by the Vietnamese
Ministry of Education and Training for the 10th grade comes into force in the 2015-2016
school year, for the 11th grade in the 2016-2017 school year, and for the 12th grade in the
2017-2018 school year. The new syllabus 2018 aims to develop students’ general

knowledge, especially focusing on communicative competence that provides students
with a tool to communicate when they study or work in an international environment.
According to the new syllabus 2018, after completing the high school English
syllabus, students can achieve Level 3 of English of the 6-level Foreign Language
Competency Framework for Vietnam. Specifically, students will be able to:

(1)

understand the main ideas of a clear, standard passage or speech on familiar topics in
work, school, leisure, and so on; (2) handle most situations that occur where the language
is spoken; (3) write simple passages related to familiar topics or of personal interest; (4)
describe experiences, events, dreams, hopes, and ambitions, and can briefly state reasons,
explanations, opinions, and plans. The new English syllabus 2018 regulates that (1) each
of the 10th, 11th, and 12th grades have 105 periods of English per year (1 period = 45
minutes). The themes in grade 10, 11, and 12 textbooks are our life, our society, our
environment, and our future. The textbook has five units in each term, and each unit has
8 lessons. The innovative grade 10 textbook includes every English part in lesson 7. This
part is a new one compared with the previous textbook, so teachers are inexperienced in
introducing it to students.

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1.1.4. The characteristics of the teaching staff
Binh Phu High School, located in is one of the most long-standing schools in
Binh Duong with nearly 100 teachers, of which 10 full-time teachers major in teaching
English. They graduated from pedagogical universities in Vietnam. They have experience
in teaching English for at least three years.
Vo Minh Duc High School is a prestigious big-sized one in Binh Duong with 100
teachers, among those 10 teachers are responsible for teaching English. They graduated

with English majors in pedagogical universities in Vietnam. Some of them got master’s
degrees. They have worked here as a full-time job for at least 5 years. The youngest is 26,
and the oldest is 52.
Nguyen Thi Minh Khai, one of the newest and most beautiful schools in Binh
Duong, was built with a modern design. The total teacher population is 61; among those,
there are 6 full-time teachers of English. They have been teaching English for 5 years or
more.
Most English teachers are not well-trained to teach communicative skills.
Communicative activities are not always achievable and creative. Teachers mostly follow
the textbooks, so tasks are usually repeated and boring.
1.1.5. The characteristics of the students
Understanding the characteristics of the students is essential because it can help
teachers select appropriate methods to boost students’ learning.
In the school year 2022-2023: (1) Binh Phu High School has a student population
of 1597 with 476 grade-10 students, 520 grade-11 students, and 601 grade -12 students
from 39 classes; (2) Vo Minh Duc High School is composed of 1693 students with 568
10th graders, 540 11th graders, and 585 12th graders. They are divided into 43 classes; (3)
Nguyen Thi Minh Khai High School has 670 10th graders, 518 11th graders, and 471 12th
graders, which makes up the total number of students 1659 from 38 classes. (see Table
1.1)

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The high school students are between the ages of 15 and 17, which means they all
were born in 2007, 2006, and 2005 respectively. They are at a rebellious age, so to
educate them effectively; teachers should notice their psychological problems. Their
general English level is pre-intermediate. However, their listening and speaking skills are
at a lower level. There are several reasons for this. One is because these skills are not
included in the Leaving High School Exams; students and teachers as well do not pay

much attention to English communicative skills. They also lack language and ideas to
express a certain topic. In addition, at their age, students often feel afraid of making
mistakes and being corrected in front of the class. Attitudes of teachers and classmates
towards students’ performance and mistakes can also be reasons. Usually, the speaking
tasks in the textbooks use written English and mainly focus on grammar and structures
while in real life, students use spoken English to communicate. Therefore, students feel
English is complicated and impractical when working with textbooks.
Table 1.1. The population of the three high schools
High Schools

Number of Classes

Total Students

Female Students

Binh Phu

39

1597

923

Vo Minh Duc

43

1697

945

38

1659

936

Nguyen Thi Minh
Khai

1.2. Statement of the problem
Over the last few decades, a gradual but vital shift of attention has taken place
within the field of education in general and teaching and learning English in particular,
resulting in less emphasis on teachers and teaching to a greater emphasis on learners and
learning. At the same time, a shift of attention has taken place in second language
acquisition research from the products of language learning to the processes through
which learning takes place (Oxford, 1990). Education studies have investigated learner
characteristics and in an effort to lead learners towards autonomous and independent
5


language learners, research in second language acquisition has largely focused on learnercentered approaches to second language teaching (Reiss, 1985; Wenden, 1991; Tamada,
1996). As a result of this change in emphasis, language learning strategies have emerged
not only as integral components of various theoretical models of language proficiency
(Ellis, 1985; Bachman & Palmer, 1996) but also as a means of achieving learners'
autonomy in the process of language learning (Oxford, 1990; Benson & Voller, 2014).
In addition, many studies of second language acquisition and learning (e.g.,
O’Malley et al. 1990; Oxford, 1990; Larsen Freeman, 2014) reveal that language learning
strategy use is one of the most crucial factors in second language acquisition. A large

number of studies in second language learning (e.g. Green & Oxford, 1995; Griffiths &
Parr, 2001; Oxford, 1990; Park, 1997; Wharton, 2000) point out that successful learners
seem to use a wider variety of language learning strategies than unsuccessful learners do.
For example, as shown by Green & Oxford (1995), successful students often use more
active and naturalistic strategies; and use more combinations of strategies than less
successful students use. Meanwhile, several studies also report on the relationships
between learning strategies and a student’s performance; for instance, according to
Oxford (1990), it is believed that language learning strategies are one of several
individual factors that could lead learners to the goal of learning a language. Several
studies (e.g. Bruen, 2001; Oxford, 1990; O’Malley et al., 1990; Purpura, 1997; Shen,
2005; Wharton, 2000; Cohen, 2011) also reveal that selecting appropriate strategies can
enhance learners’ second language learning. Therefore, it is clear that the choice of
strategies used by second language learners plays a vital role in successful second
language learning.
As teachers of English, not only do we have to bring into the class more
interesting and relevant activities to motivate students but also should we recommend
effective learning strategies to help them self-study effectively to better their speaking
skills. Most students learn English as a compulsory subject to pass tests and examinations
at school. After school, learners do not have advantageous strategies to practice speaking
skills. It is undeniable that to learn English effectively and develop speaking skills each
6


student should have suitable learning strategies for themselves. High-school students
have not determined language learning strategies yet although all of them want to study
English well. One more decisive reason is that research on language learning strategies
has not been scrutinized at Binh Phu, Vo Minh Duc, and Nguyen Thi Minh Khai so far.
For the reasons on the subject of the importance and dominance of English, the
reformation of English educational programs, and the current situations at the three high
schools, the complex detailed understanding of the issue needed; the writer has an

irresistible impulse to administer the study to investigate students’ language learning
strategies to improve speaking skills applied by the high-school students at the above
three schools, and factors affecting students’ strategy use. The author endeavors to carry
out this with the hope of exploring efficient and effective strategies to help provide
students guidance for their self-study.
1.3. Scope of the study
The research focused on students’ language learning strategies to improve their
speaking skills and factors affecting students’ use of language learning strategies. Three
hundred seventy students from grades 10, 11, and 12 at Binh Phu, Vo Minh Duc, and
Nguyen Thi Minh Khai High School participated in the study. They were at the age of
fifteen, sixteen, and seventeen. They were using the textbook designed for the ten-year
English program enacted by The Ministry of Education and Training of Vietnam. After
finishing grade 12’s English course, their English level is expected to reach B1 according
to the Common European Framework of Reference for languages (CEFR). Students
expect to be taught both linguistic knowledge and language skills so that they can be
confident to pass the Leaving High School Exams and enroll in the universities in
Vietnam and in the world.
1.4. Aims of the study
This prospective study was designed to investigate: (1) students’ languagelearning strategies to develop speaking skills, (2) the effects of motivation on LLS
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choices, and (3) the differences among the 10th, 11th, and 12th graders’ use of languagelearning strategies to work out efficient and effective ones. Significantly, the study aimed
to help improve students’ speaking skills based on the differences among three grades.
1.5. Significance of the study
Theoretically, the study contributes to the knowledge of language learning
strategies, speaking strategies, factors affecting students’ use of language-learning
strategies, and the employment of language learning strategies to develop speaking skills.
Practically, the insights gained from this study may be of assistance to teachers of
English. The success of the study will help teachers understand more about students’ use

of language learning strategies and the factors affecting students’ use of language
learning strategies. From that, teachers can work out efficient and effective language
learning strategies to help students improve their speaking skills. Teachers also help raise
students’ awareness of the significance of language learning strategies to language
achievements. Teachers can advise students to apply many of those language learning
strategies to study English and speak English well, for instance, they should develop
planning, goal setting, memorizing, practicing, summarizing, organizing, using gestures,
miming, creating opportunities to practice, overcoming limitations, lowering anxiety,
centering the learning, asking questions, and so on.
1.6. Structure of the study
The overall structure of the study takes the form of five chapters as follows:
introduction, literature review, research methodology, findings and discussion, and
conclusion.
Chapter 1, Introduction, presents the background to the study, the statement of the study,
the aims of the study, the scope of the study, the significance of the study, and the
structure of the study. The chapter expresses the reasons why the researcher decided to
carry out the current research.

8


Chapter 2, Literature review, provides an overview of speaking, the importance of
speaking skills, language learning strategies, and factors affecting students’ choice of
language learning strategies. Furthermore, the previous studies related to the research are
included to discover the theoretical background and compare the current study’s findings
and the previous studies’ findings in chapter 4.
Chapter 3, Research methodology, is concerned with the methodology employed by the
current study. This section covers the research design, the research questions and
hypotheses, the population and sample, the instrumentation, and the data collection and
analysis. In this chapter, the author demonstrates how the author employed the current

research to get the data, findings, then to conclude and recommend possible solutions in
chapter 4 and 5.
Chapter 4, Findings and discussions, presents the results of the research, analyze the data
gathered, and address each of the research questions in turn. This section also discusses
the results and compares them with the previous studies mentioned in chapter 2.
Chapter 5, Conclusions, summarizes what has been studied with suggestions for
students, teachers, and further research. This section also includes the limitations of the
study.

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Chapter 2
LITERATURE REVIEW
There are many theories of language learning and teaching that affect students’
success in learning English and speaking English. In chapter 2, the author would like to
review some theoretical foundations (including overview of speaking, overview of LLS,
and the effects of student motivation on the choice of LLS) and research results
concerning the points of view relevant to language learning strategies and speaking skills.
Simultaneously, the author clarifies that the current study is on a scientific basis.
2.1. Theoretical framework
2.1.1. Overview of speaking
2.1.1.1. Definition of Speaking
Speaking is one of the key components of learning a new language. Many
specialists have studied speaking so far and defined speaking in different ways.
Bygate (1987) defines speaking as the skills by which learners are most frequently
judged and through which they make and lose friends. It is the vehicle par excellence of
social solidarity, social ranking, professional advance, and business.
A further definition is given by Chastain (1988) who described speaking as the use
of background and linguistic knowledge to create an oral message that will be meaningful

for the intended audience.
For Ladouse (cited in Nunan, 1991: 23) speaking means the activity to express
oneself in a situation, the activity to report acts; situations in precise words, or the ability
to converse or to express a sequence of ideas fluently. Speaking ability is students’ ability
in expressing their ideas orally, which is represented by their scores in speaking.
According to a definition provided by Florez (1999), speaking is an interactive
process of constructing meaning that involves producing, receiving, and processing
information.
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Speaking is, for Tarigan (1990), a language skill that is developed in a child’s life,
which is produced by listening skills, and at that period, speaking skill is learned.
In an attempt to define the concept of speaking, Richards (2008) argues for
“natural language use” which occurs “when a speaker engages in meaningful interaction
and maintains comprehensible and ongoing communication despite limitations in his or
her communicative competence” (p. 14).
Abidova et al. (2020) considered speaking as a speech activity to be conducted for
verbal or oral communication to transmit or to exchange information while Ilham et al.
(2019) involved non-verbal symbols as part of speaking. Non-verbal communication is
important since it reinforces verbal communication, and it can be used as a substitute
when verbal communication is not effective (Akinola, 2014).
Although the distinction between verbal and non-verbal communication is blur, it
can depend on the way the communication is transmitted. Verbal communication can be
either vocal through spoken language or non-vocal through writing while non-verbal
communication is vocally (e.g., paralanguage) and non-vocally (e.g., body languages)
(Konchiab et al., 2021).
Speaking can be viewed differently. Under the perspectives of sociolinguistics,
speaking is understood as the system of words and the principles that combine them that
the people in the community use to communicate to each other (Wardhaugh, 2009).

Effective speaking skills are verbal expressions, a kind of energy expressed in the
language to convey information, express thoughts and emotions accurately, lively and
convincing, (Wardhaugh, 2009).
In applied linguistics, speaking is a productive language skill in which speakers
and listeners (or called as interlocutors) create and process their spoken interactions
simultaneously (Burns & Seidlhofer, 2020). In applied linguistics, speaking is a
productive language skill in which speakers and listeners (or called as interlocutors)
create and process their spoken interactions simultaneously. (Burns & Seidlhofer, 2020)
These definitions capture a number of important features of speaking. Overall, the
author concludes that speaking is what we say to what we see, feel and think. When we
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feel something, we want someone to hear us. Therefore, in this process, we can call it an
interaction between two sides.
2.1.1.2. The Importance of Speaking Skills
Speaking is one of the productive skills. It reveals how much an English language
learner has perceived through the process of studying.
Wallace (1978) stated that oral practice (speaking) becomes meaningful to
students when they have to pay attention to what they are saying. Hence, the students can
learn better how to require the ability to converse or to express their ideas fluently with
precise vocabulary and good or acceptable pronunciation. In Bygate’s view, speaking is
“the vehicle par excellence of social solidarity, of social ranking, of professional
advancement and business” (Bygate, 1987, p. vii). Language learners regard speaking
ability as the measure of knowing a language. They regard speaking as the most
important skill they can acquire, and they assess their progress in terms of their
accomplishment in spoken communication. (Burkart, 1998)
The mastery of speaking skills is viewed as a necessity for most EFL and ESL
learners (Richards, 2008, p. 19; Florez, 1999). Richards’ definition of speaking echoes
the interactional aspect of language that is used to fuel social intercourse (Yule, 1989, p.

169), promote emotional intelligence (Bora, 2012), fulfill certain goals, or convey
particular ideas, intentions, desires, preferences, or opinions. Zaremba (2006), CelceMurcia (2001), and Kayi (2006) also stressed the crucial role of speaking in maintaining
oral communication. Seen from this perspective, speaking helps strengthen interpersonal
ties especially when it is used appropriately in social interactions.
Harmer (2007) pointed out three main reasons for getting students to speak in the
classroom. The first reason is that speaking activities provide rehearsal opportunities, and
chances to practice real-life speaking in the safety of the classroom. Secondly, speaking
tasks in which students try to use any or all of the languages they know provide feedback
for both teacher and students. Finally, the more students have opportunities to activate the
various elements of the language they have stored in their brains, the more their
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