The relationship between language learning strategies and English proficiency of 4th year students at felte, ULIS, VNU

The relationship between language learning
strategies and English proficiency of 4th year
students at felte, ULIS, VNU
Mối quan hê
̣
giư
̃
a chiến lươ
̣
c ho
̣
c tâ
̣
p ngôn ngư
̃

v trình độ tiếng Anh của sinh viên năm thứ 4
khoa Sư Phạm Anh, trường Đại học Ngoại Ngữ
- ĐHQGHN

Đon Thị Thu Phương

University of Languages and International Studies
M.A. Thesis. English Teaching Methodology; Mã số: 60 14 10
Supervisor : Dr. Đỗ Tuấn Minh
Năm bảo vệ: 2012

Abstract. This thesis paper begins with the assumption that strategies are integral for the
effectiveness of students’ learning in general and language learning in particular. After
issues of definition as well as classification of learning strategies, and definition as well
as assessment of language proficiency are addressed, there is a review of previous studies

concerning the relationship between language learning strategies and English proficiency
– also the center of this research. As one of the first attempts to investigate this kind of
relationship within the Vietnamese context, this paper utilized the Strategy Inventory for
Language Learning (SILL) (Oxford, 1989) as the basic instrument to investigate the
frequency level of strategy use and a “standard” Ielts test as an assessment tool of
proficiency level among 87 fourth-year students at FELTE, ULIS, VNU. Excel and SPSS
were then employed to examine the relationship between these two variables. Semi-
interviews were also conducted to further investigate key strategies used by participants
and factors which may affect their strategy use. Higher level students reported using a
large number of language learning strategies more frequently than lower level student. A
positive significant relationship was discovered between language learning strategies and
English proficiency. In the mean time, interviews revealed some useful insights regarding
the use of strategies by individuals. For instance, proficient students were inclined to
utilizing learning strategies under the communicative perspective with more focus on
non-academic materials whereas basic students were subject to academic materials within
the scale of university curriculum. The thesis concludes by bringing together the key
findings and suggesting areas for further research.
Keywords. Phương pháp giảng dạy; Tiếng Anh; Chiến lược học tập
Content.
TABLE OF CONTENTS
PAGE
Declaration i
Acknowledgement ii
Abstract iii
List of tables and figures iv
List of abbreviations/ acronyms vi
CHAPTER 1: INTRODUCTION
1.1. Statement of the problem and rationale for the study 1
1.2. Aims and objectives of the study 4
1.3. Scope of the study 5

1.4. Organization of the study 5
CHAPTER 2: LITERATURE REVIEW
2.1. Learning strategies 7
2.1.1. Definition of learning strategies 7
2.1.2. Classification of learning strategies 10
2.2. Language Proficiency 18
2.2.1. Definition of language proficiency 18
2.2.2. The Common European Framework of Reference for Languages 20
2.3. Language learning strategies and English proficiency 24
CHAPTER 3: METHODOLOGY
3.1. Selections of subjects 28
3.2. Data collection instruments 28
3.2.1. Ielts Test 29
3.2.2. Questionnaires 29
3.2.3. Interviews 31
3.3. Procedures of data collection 32
3.4. Procedures of data analysis 34
CHAPTER 4: RESULTS AND DISCUSSION
4.1. Frequency of language learning strategy use 36
4.2. The correlation between students’ language learning strategies and their English
proficiency 46
4.3. Key strategies and potential factors affecting strategy use 48
CHAPTER 5: CONCLUSION
5.1. Major findings of the study 69
5.2. Contributions of the study 71
5.3. Limitations of the study 72
5.3. Suggestions for further research 73
REFERENCES 74
APPENDICES I
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