POWERPOINT BAO VE LUAN VAN THAC SI

THU DAU MOT UNIVERSITY
FACULTY OF FOREIGN LANGUAGES

MASTER THESIS DEFENSE
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.

Cover

MAJOR: ENGLISH LANGUAGE

Presented by Hoang Thi Le Quyen

MAJOR CODE: 8 22 02 01

Supervised by Ph.D. Tran Thanh Du

Binh Duong, September 2023

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Outline

01

Chapter 1: Introduction

02

Chapter 2: Literature Review

03

Chapter 3: Methodology

04

Chapter 4: Findings and

05

discussions

AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS…

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Chapter 1:
INTRODUCTION

Statement of the problem
● The importance and dominance of English
● The reformation of English educational programs
● 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.
● High-school students have not determined language learning strategies yet

although all of them want to study English well.

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Chapter 1:
INTRODUCTION

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.

Aims of the study
(1) students’ language- learning strategies to develop speaking skills, (2) the effects of
motivation on LLS choices, and (3) the differences among the 10th, 11th, and 12th
graders’ use of language- learning 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.

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Chapter 2:
LITERATURE REVIEW

2.1.1.Overview of
speaking
2.1.1.1. Definitions of

speaking
2.1.1.2. The importance of
speaking skills
2.1.1.3. Communicative
competence

2.1.2. Language
learning strategies

2.1.2.1. Definitions of LLS
2.1.2.2. Classifications of
language learning strategies

2.1.3. The effects of
Emily
motivation
on LLS choice

2.1.3.1. Factors Affecting the
Choice of LLS
2.1.3.1. Motivation

2.2. Previous studies

2.2.1. Foreign studies
2.2.2. Local studies
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Chapter 1:
INTRODUCTION

2.1.2. Language learning strategies
Rubin (1975), one of the earliest researchers in this field, defined learning strategies
as “the techniques or devices which a learner may use to acquire knowledge” (Rubin,
1975, p.43)

Oxford (1990) also defines language-learning strategies as approaches or techniques
that learners use to enhance their progress in developing L2 skills. More specifically,
the author also considers language learning strategies to be “steps taken by students
to enhance their learning” (Oxford 1990, p.8).
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LANGGUAGE
LEARNING
STRATEGIES

Chapter 2:
LITERATURE REVIEW

Memory strategies

DIRECT

Cognitive strategies
Compensation strategies
Metacognitive strategies

INDIRECT

Figure 2.1. Diagram of the Strategy
System (Oxford, 1990, pp. 16-21)

Affective strategies

Social strategies

AN INVESTIGATION INTO LANGUAGE LEARNING STRATEGIES AMONG HIGH SCHOOL STUDENTS…

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Speaking
skills
Florez
Vestibulum
congue
(1999),
Vestibulum
congue
Harmer
(2007)

and classifications of LLS
mentioned

above,

definition

the
and

classification of Oxford

Language
learning
Theoretical
strategies
basis
Rubin (1981),
O'Malley
et
Vestibulum
congue
Vestibulum congue
Motivation
al.
(Dornyei
(1985),
(2001)
Oxford
(1990)

(1990) were chosen by
the research author as a
guideline

for

this

research.

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Chapter 2:
LITERATURE REVIEW

Among the definitions

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Chapter 3:
METHODOLOGY

RESEARCH QUESTIONS

The current study sought to answer the following questions.

01

What language learning strategies do students use to
enhance their speaking skills?

02

What should be done to improve the effectiveness of
language learning strategies for the students?

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Chapter 3:
METHODOLOGY

01
02

03

Research methods

● Mixed methods

Participants

● Questionnaire: 370 students
● Interviews: 15 teachers and 18
students
● Experimental teaching: 3
classes/ school

Instrumentations

● Questionnaires: 12 close-ended
Qs
● Interviews: 5 Qs for T and 5 for
Ss

● Class observation: 9 classes
● Experimental teaching: 3
classes/school,
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Chapter 3:
METHODOLOGY

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

Nguyen Thi Minh Khai

38

1659

936

Total:

4.953 students

n is the sample size, N is the population size, and e is the level of precision. Yamane (1967.
p.886)
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Chapter 3:
METHODOLOGY

Validity and reliability
Categories

Cronbach’s Alpha

Number of items

1. Students’ motivation

.727

5

2. Students’ LLS

.760

12

.668

34

3. Classroom observation
checklist

Table 3.4. Cronbach’s Alpha for each category of the questionnaire
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Chapter 3:

METHODOLOGY

Data collection and analysis
1

2

3

4

ask for
permission

Clear explanation

Questionnaires,
interviews

class
observation, test
results

The calculation tool named Statistical Package for the Social Sciences 20 (SPSS 20)
was applied to determine the reliability of the questionnaire and the class observation
checklist (Cronbach’s Alpha). SPSS was also used to analyze and compare the results
of pretest, midterm test, and posttest based on mean, mode, median, and Sig.
(Significance Level).
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Chapter 4:
FINDINGS AND DISCUSSIONS

4.1.1. Findings from questionnaires about students’ English learning
Table 4.1. Students' English learning
Questions

Options
1

2

3

4

5

F

P

F

P

F

P

F

P

F

P

Q1: Years of learning English

18

4.9

118

31.9

162

43.8

36

9.7

36

9.7

Q2: Degrees of liking English

94

25.4

107

28.9

40

10.8

78

21.1

51

13.8

Q4: Frequency of being

113

30.5

96

25.9

107

28.9

33

8.9

21

5.7

129

34.9

119

32.2

56

15.1

35

9.5

31

8.4

instructed LLS
Q5: Students’ need for an LLS
training course


Chapter 4:
FINDINGS AND DISCUSSIONS

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Chapter 4:
FINDINGS AND DISCUSSIONS

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Chapter 4:
FINDINGS AND DISCUSSIONS

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Chapter 4:
FINDINGS AND DISCUSSIONS

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Chapter 4:
FINDINGS AND DISCUSSIONS

4.1.2. Findings from interviews
The interview findings indicated that many students, especially the tenth
graders (4 of 6), were not confident speaking English. Most students did not
have their LLS to improve their English speaking skills.

4.1.2. Findings from classroom observations
Through four months of observing practical classes, the authors noticed students’
behaviors and activities. All classes often applied pair-work and group work (social
strategies), practicing (cognitive strategies), and reviewing (memorization strategies).
Students also used dictionaries to check the meanings of unfamiliar words but not for
pronunciation or collocations. They constantly attempted to remember single words; did
not put them out in phrases or sentences. Some of these classes utilized music; and
games (affective strategies). However, no classes focused on students’ pronunciation,
and even after students’ presentations, teachers did not correct their pronunciation
errors.
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Chapter 4:
FINDINGS AND DISCUSSIONS

4.1.2. Findings from test results

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