Encourage students out of class english learning strategies

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG THPT YÊN ĐỊNH 3

SÁNG KIẾN KINH NGHIỆM

ENCOURAGE STUDENTS’ OUT-OF-CLASS ENGLISH
LEARNING STRATEGIES

Người thực hiện: Đỗ Thị Thủy
Chức vụ: Giáo viên
Đơn vị công tác: Trường THPT Yên Định 3
SKKN thuộc môn: Tiếng Anh

THANH HÓA NĂM 2019


Table of contents
1. Introduction ………………………………………………………
1.1. Reasons for choosing the topic.…………………………...
1.2. Purposes of the study………………………………………
1.3. Objects of the study……………………………………......
1.4. Methods of the study………………………………………
2. Contents ………………………………………………………….
2.1. Theoretical background…………………………………….
2.1.1. Definitions of ‘learning strategies’ and ‘out - of - class
learning strategies’………………..
2.1.1.1. Learning strategies………………………………
2.1.1.2. Out – of – class learning strategies………………
2.1.2. Out – of – class learning strategies in learning English ..
2.1.3. The roles of students’ out – of – class learning strategies

on their learning ……………………………………….
2.2. Students’ out – of – class learning strategies at Yen Dinh 3
high school ………………………………………………..
2.2.1. Language learning strategies…………………..…….…
2.2.2. Out – of - class. Learning activities………………...…..
2.2.3. The relationship between motivation and out-of-class
learning strategies ……………………………...………
2.3. How to make use of students’ out – of – class learning
strategies ………………………………………….……….
2.3.1. Conducting surveys to determine students’ out – of –
class learning strategies.. ………………………………
2.3.2. Create a classroom that supports differentiated learning.
2.3.3. Assigning suitable tasks outside the classroom …….….
2.3.4. Sample tasks outside the classroom ………………..….
2.4. Effects of the study on teaching and learning……………..
3. Conclusion ……………………………………………………….
3.1. Conclusion …………………………………………………
3.2. Recommendation ………………………………………….
References ……………………………………………………
Appendice

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1. INTRODUCTION
1.1.

Reasons for choosing the topic

In recent years, many researchers have focused on variables which promote
success in language learning. The fact is well known that even though students
learn language in the same class, the degree of their success of language learning

is different depending on students’ individual differences (Motoki, 2006). A lot
of studies focus on these individual differences, and there is an increasing
expectation for research which focuses on the effects of the variables of those
individual differences on actual learning conditions. Takeda (1998) says that to
acquire skills for communication in English, learners need to not only study
linguistic features but also motivate themselves for language learning, and
consider their learning strategies
Within the realm of second language acquisition and learning, a large number
of research bodies (e.g. Larsen-Freeman & Long, 1991; O’Malley & Chamot,
1990; Oxford, 1990) have agreed that language learning strategy use is one of
the most important factors in the second language acquisition process. Many
studies of second language learning (e.g. Green & Oxford, 1995; Griffiths &
Parr, 2001; Oxford, 1990; Park, 1997) have extensively documented how
successful learners seem to use a wider variety of language learning strategies
than unsuccessful learners. Meanwhile, several studies (e.g. Cohen, 1998;
Oxford, 1990; O’Malley & Chamot, 1990; Purpura, 1997) have revealed that
selecting appropriate strategies could enhance the learners’ performance of
second language learning. Therefore, it is clear that the choices of strategies
used by second language learners plays a vital role in second language learning.
It is found that information technology permeates students' life, but its vast
potential for learning English is still unexploited. Email and surfing the Internet,
in particular, can be more fully utilized with the help of the school. As for leisure
activities, the study went in congruence with other studies. Listening to songs
and watching movies and television are still all-time favourites. To heighten the
effectiveness of the learning strategies, their use should perhaps start from the
classroom. The study suggests raising learners' awareness of the benefits of outof-class learning strategies and introducing more activities or school
programmes that lead to access to the resources beyond class.
Moreover, teachers tend to pay more attention to the stratergies students use
inside than those outside classroom while “Out-of-class activities are also linked
with real life applications; this connection is key to fostering more authentic

language usage and autonomy” (Pearson, 2004). Having been an English teacher
for sixteen years as well as an experienced second language learner, I have paid
special attention to the factors affecting students’ second language learning.
Besides, I also spent a lot of time studying these factors in my thesis during my
post graduate course at ULIS. Therefore, I have written my initiative “
encouraging students’ out – of – class learning strategies with the desire to find
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better teaching methods and know how to motivate the students to learn more
effectively, especially outside the classroom.
1.2. Purposes of the study
The current study aims at:
Investigating the choice of language learning strategies, especially
out of class learning stratergies among grade 10th students at Yen Dinh 3
uppersecondary school.
Not only examining students’ out- of –class learning strategies in
isolation but also exploring the links between their learning strategies and their
English learning results at school.
Suggesting some methods to make full use of students’ out- of –
class learning.
1.3.

Objectives of the study:

The research focuses on finding what kinds of out – of – class learning
strategies of learning English existing among grade 10th students and if
students’ choice out - of - class learning stratergies is related to their motivation
and studying result of the subject.
1.4.

Methods of the study

To realize the aims of the study, the reseacher has used both quantitative and
qualitative methods. The theoretical background of the study comes from a lot of
published books by famous researchers in the field. The data for the charts has
been collected through survey questionnaire and analyzed by SPSS software.
The participants are 90 students from the classes of grade 10 at Yen Dinh 3
uppersecondary school, both males and females. Before being handed out the
survey questionnaires, the students were explained what to do to complete the
paper correctly. Then they were allowed to finish it individually within 30
minutes.
The survey instruments of these parts involve a set of questionnaires: the
Strategy Inventory for Language Learning or SILL (Oxford, 1990). The SILL is
a paper-and-pencil survey and widely used for investigating language learners’
strategy use all over the world.
The data then were collected to be processed by The Statistical Package for
Social Science (SPSS) Computer Program
2. CONTENTS
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2.1. Theoretical background
2.1.1. Definitions of ‘learning strategies’ and ‘out - of - class learning strategies’
2.1.1.1. Learning strategy
+ Learning strategy concepts
The word “strategy” comes from the ancient Greek word strategia, which
means steps or actions taken for the purpose of winning a war.The warlike
meaning of strategia has fortunately fallen away, but the control and goal
directedness remain in the modern version of the word (Oxford, 1990).

In defining the language learning strategy, Oxford & Crookall (1989) stated
that “different researchers use different terms and different concepts”.Many
researchers and experts have defined language learning strategies from different
points of view. According to Wenden (1987), language learning strategies can be
defined from the aspect of language learning behaviours, such as learning and
regulating the meaning of a second or foreign language, cognitive theory, such
as learners’ strategic knowledge of language learning, and the affective view,
such as learners’ motivation, attitude, etc. It is argued that three points of views
can improve language learning. O’Malley, Chamot and their colleagues
(Chamot & O’Malley, 1987; O’Malley et al., 1985a) were devoted to studying
the use of learning strategies by ESL learners in the US. Based on their research,
language learning strategies were devided into three main categories,
metacognitive, cognitive, and social affective which refer to learners’ planning
their learning, thinking about the learning process, monitoring their own
comprehension or production, and evaluating the outcomes of their own
learning. Next, Rigney (1978), and Rubin (1987), define language learning
strategy as those “that contribute to the development of the language system
which the learner constructs and (which) affects learning directly” (1987).
Moreover, the definition by Oxford (1990) also included cognitive, emotional,
and social aspects of language learning strategies that enhance learners’
language learning proficiency and self-confidence (Oxford, 1990; Ehrman &
Oxford, 1990).
+ Language learning strategy system of Rebecca Oxford
Oxford (1990) classified learning strategies inventory as operations employed
by the learner to aid in the acquisition, storage, retrieval, and use of information.
Learners can adopt more specific strategies to make their learning more direct
and effective. Oxford categorized these learning actions as direct or indirect
strategies. Direct strategies help learners store and recover information; they
assist learners in producing the language to fill in the gap of unknown
knowledge. Direct strategies include memory, cognitive, and compensation

strategies. Meanwhile, indirect learning strategies echo direct strategies, but
manage language learning without direct involvement. Indirect strategies are
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metacognitive, affective, and social strategies. The functions of each strategy
defined by Oxford (1990) are as follows:
Direct stratergies
- Memory strategies help learner link one second/ foreign language learning
item or concept with another but do not necessarily involve deep understanding.
- Cognitive strategies enable the learner to manipulate the language material in
direct way, e.g., through reasoning, analysis, note-taking, summarizing,
synthesining, outlining, reorganizing information to develop stronger schemas
( knowledge structures), practising in naturalistic settings, and practicing
structures and sounds formally.
- Compensation strategies (e.g., guessing from the context in listening and
reading, using synoyms and “talking around” the missing word to aid speaking
and writing; and strictly for speaking, using guestures or pause words) helps the
learner make up for missing knowledge.
Indirect strategies
- Metacognitive strategies (e.g.,identifying one’s own learning style preferences
and needs, planning for an L2 task, gathering and organizing materials,
arranging a study space and a schedule, monitoring mistakes, and evaluate task
success, and evaluate task success of any type of learning strategy) are
employed for managing the learning process overall.
- Affective strategies include identifying one’s mood and anxiety level, talking
about feelings, rewarding oneself for good performance, and using deep
breathing or positive self- talk.
- Social strategies (e.g., asking questions to get verification, asking for
clarification of a confusing point, asking for help in doing a language task,

talking with a native speaking conversation partner, and exploring cultural and
social norm) help the learner work with others and understand the target culture
as well as the language.
Rebecca Oxford’s Strategy Inventory for Language learning (SILL) is the
most influential instrument in the area of language learning strategies and lays
out the most exhaustive hierarchy of learning strategies to date (Rivera-Mills &
Plonsky 2007).
2.1.1.2. Out – of - class learning strategy concepts
Much interest has been expressed in out - of - class language learning
strategies. Pickard (1996) reported that some studies formulate useful typologies
of strategy use (Naiman, 1978; Oxford, 1990; Rubin, 1975); all highlight the
importance of the out-of-class strategies employed voluntarily by learners
outside the language classroom. Pickard (1996, p. 150) also reported that:
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“These language learning strategies encompass student-initiated activities, such
as listening to the radio and reading newspapers.”
Rubin (1975) identified seven general characteristics of the good language
learner, which include such out-of-class strategies as seeking out opportunities
to use the language by looking for native speakers, and going to the cinema or to
other cultural events.
Out-of-class learning, as it relates to language learning, has recently been
broadly defined as any kind of learning that takes place outside the classroom
and involves self-instruction, naturalistic learning or self-directed naturalistic
learning (Benson 2001: 62).
Benson (2001:62) divides out-of-class learning into three categories:
-Self instruction, where learners deliberately plan to improve the target language
and search out resources to help them do this, for example by using self study
grammar books to improve their grammar

- Naturalistic language learning, where they learn mainly unintentionally
through communication and interaction with the target language group, for
example when engaged in discussions with English speaking classmates or
colleagues
- Self-directed naturalistic language learning, where learners create or seek out a
language learning situation, but may not focus directly on learning the language
while they are in that situation. For example, learners may subscribe to an
English newspaper everyday with the underlying aim of improving their
vocabulary, but may read it mainly for the news without undertaking any
specific learning activities.
Benson (2001) referred to the dearth of research on out-of-class language
learning, and its importance to the theory and practice of autonomy.
Macaro (2001) proposed some activities which students would use into the
habits of looking for the foreign language outside the classroom:
- Speaking outside the classroom: Not only can learners maximize exposure to
the foreign language outside the classroom by reading or listening to language,
they can also try to speak the foreign language outside the classroom.
- Social strategies: There is a list of activities that students can do with their
friends in order to develop this idea that language learning can take place
outside the classroom and can involve social activities: writing a letter to their
friends with 10 deliberate mistakes, asking them to underline the mistakes,
recording a dialogue together, practicing a scene together, trying to work out a
foreign language text together.
-Taking notes: Teachers should allow students to take notes whenever they want.
It helps to remember and notice something interesting and different about their
current knowledge and the input they are receiving.
-Materials: We have also considered a dossier of materials which we can use in
order to train learners to use strategies. These materials are designed to
«scaffold» the strategy in question.

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2.1.1.3. The roles of students’ out – of – class learning strategies on their
learning
The significance of out-of-class learning is evident in a seminal study on Good
Language Learners (GLLs) by Rubin in 1975 (as cited in (Mohamed, 2000;
Marefat and Barbari, 2009)). One of the characteristics of GLLs is their interest
in looking for opportunities to use the language, for instance speaking to native
speakers and going to the cinema. This notion is strengthened by Stern (1983 as
cited in (Marefat and Barbari, 2009) who highlights that a GLL possesses social
learning strategy. The strategy includes making communicative contact with
target language and target language community. Nunan’s studies of successful
language learners from variety of contexts and language learning backgrounds
demonstrate, ‘the determination to apply their developing language skills outside
the classroom’ can play a crucial role for learners in terms of their second
language development (Nunan, 1991: 175)
Field (2007) also states: “Students need to develop the ability to acquire the
information that is available both inside and outside the classroom
context”.What facilitates or inhibits our students' out-of-class English learning
activities? It will be interesting and important for language teachers to know
what atually happen beyond the classroom. One cannot naively assume that all
learners know the importance of exposure or practice outside class or how to
capitalize on available resources. A better understanding of theìr own work on
improving English will inform our teaching strategies. Out-of-class learning
should be part and parcel of the whole learning issue as it can supplement inclass learning and enhance one's learning effectiveness.
There is cultural shift within education field as autonomy is increasingly
transferred to students’ self guided language learning outside the classroom
(Benson, 2011). Learning is a life-long endeavour. Teachers cannot learn for
their students nor can they help them all their lives. Besides, even in a formal

learning institution, who can ensure that learners learn what teachers teach,
given the complex relationship between instruction and learning? There are
more distance or on-line courses, more self-learning programmes and self-access
centers. If students are empowered to learn on their own, they can take charge of
their own learning and life and become, as Benson (2001: 19) remarks, 'fully
functioning members of a modern society.'
2.2. Students’ out – of – class learning strategies at Yen Dinh 3 high school
2.2.1. Language learning strategies
As illustrated in table 1, the means of the strategies rang from 2.70 to 3.20
which are all above the average of the five – point scale. Metacognitive strategy
is the most frequently used (M = 3.2) and is followed by affective strategy (M =
3.20). Memory strategy with M = 3.05 ranks third in decending scale. Three
other strategies, scocial, cognitive and compensation have the means 2.82, 2.79
and 2.70 respectively. Compensation strategy is the least frequently adopted, so
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it can be infered that students do not always try to guess the missing words in
the context or use guesture to explain for the word they forget. From this result,
it can be infered that students tend to prefer indirect learning strategies with its
sub-types, metacognitive and affective, have the highest mean scores while
direct strategies seem not to be their favorite ones with the mean scores of the
two sub-types, cognitive and compensation, are both at the lowest level.
Table 1: Summary of descriptic statistic for language learning strategy use
Strategy use
Compensation
Cognitive
Social
Memory
Affective

Metacognitive

Mean

Std. Deviation

2.70
2.79
2.82
3.05
3.20
3.29

1.240
1.111
1.286
1.031
1.439
1.139

2.2.2. Out – of – class learning activities
The results from the second section of part I in the survey questionnaires
provide some information about what students do to learn English outside class.
Students do not only acquire English through one activity but many of them
choose more options, so the total response adds up to 204. There is a big
difference in the percentage of the choice the students have made. ‘Listen to
English songs’ ranks first on the list with 76.1 percent of the cases, so the
students prefer learning English through English songs to the other activities
outside class. This option is followed by ‘play games in English’ with only five
cases fewer. Far from the two options on the top list is the activity ‘read books in

English’, which accounts for 40.9 percent of the cases. Half of that number
belongs to ‘chat with foreigners on line’. Apart from the above mentioned
activities, three point four percent of students learn English through other
activities. As being specified in the survey, these activities include watching
films in English, sending emails or talking to foreigners in English. Lastly, few
students read English newspapers to improve their English and their choice lies
at the end of the list which makes up three point four percent of the cases. More
information about these activities is showed in the table 2 below.

Table 2: Out – of – class learning activities
Responses
N

Percent

Percent of
Cases
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Total

Listen to English songs

67

32.8%

76.1%

Play games in English

62

30.4%

70.5%

Read books in English

36

17.6%

40.9%

Chat with foreigners on line

18

8.8%

20.5%

Listen to radio programs

11

5.4%

12.5%

Other activities

7

3.4%

8.0%

Read newspapers in English

3

1.5%

3.4%

204

100.0%

231.8%

2.2.3. The relationship between motivation and out – of – class learning
strategies
Table 6 shows the Pearson bivariate correlations between motivation and out-ofclass learning strategies. The motivation mean is computed from the motivation
variables in Table 5, excluding amotivation. As can be seen, metacognitive
strategies is mostly adopted by motivated students with r = .364** and it is
followed by memory strategies (r =.323**). The third place belongs to the

correlation result of motivation and cognitive strategies. Compensation
strategies were negatively correlated with motivation (r =-.045). Two other
strategies (social and affective) have nearly the same correlation results with
motivation (r =.242* and 241* respectively)
Metacog- Memory Cogninitive
tive

Social Affect- Compe
ive
nsation

Pearson
Correla- .364**
.323**
.268*
.242*
.241*
-.045
Motiv- tion
ation
Sig. (2.011
.002
.011
.022
.022
.670
tailed)
N
90
90

90
90
90
90
2.3. How to make use of students’ out – of – class learning strategies
2.3.1. Conducting surveys to determine students’ out – of – class learning
strategies

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Everyone is unique. From the fingerprints on our fingers to the way we learn,
our uniqueness is what makes us different from everyone else. For teachers,
learning to complement the unique learning styles of their students can
sometimes be a bit of a challenge. Fortunately, using differentiated learning
strategies greatly improves a teacher's ability to cater to students' individual
needs.
It's extremely hard to teach a certain topic to an entire class when the students
aren't on the same level of knowledge. Teachers who deploy differentiated
learning strategies attempt to reach everyone in the class at the same time. At the
same time, they still understand that everyone is on a different level.
Chances are many teachers have heard of this teaching method but maybe
they've never put it to use. On the other hand, perhaps they're currently using
differentiated learning strategies but not enjoying as much success with them as
they thought. Whatever the case may be, I 've put together a helpful go-to guide
with five differentiated learning strategies to lean on.
1. Use formative assessments to pinpoint student learning
styles.
2. Design lesson plans based on the student's learning styles.
3. Separate students into different groups based on their

learning styles.
4. Create a classroom that supports the use of differentiated
learning.
5. Continue to perform formative assessments and tweak
groups to meet the current learning style needs of the
students.
Over the past decade, countless advancements in technology have made their
way into the classroom. Schools offer students access to tablets and mobile
devices which can be used to fuel learning success. However, not all of the
students are going to be proficient with these tools. How do we use
differentiated learning strategies to get around this? At the beginning of the year,
spend two to three weeks getting to know the various learning styles of the
students. During that time there should be a focus on determining which
students can work well with mobile technology and computers. It's a good idea
to document which devices can be used in an advanced manner by which
students, too. Once I've done this, I can then spend the rest of the year carrying
out various differentiated learning assignments that ensure all students are able
to effectively use technological tools before the school year is over.
2.3.2. Create a classroom that supports differentiated learning
Set up the classroom so that students can be placed in groups. Student desks
can easily be rotated in their positions to form a whole-class learning
environment. Afterward, they can be transitioned back into their normal
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positions to create a differentiated learning environment that supports group
learning. Your formative assessments will dictate which students should be
placed in each group.
You can also rotate stations back and forth for completing different
assignments. For example, in one learning station you can have students create a

piece of artwork. In the other three they can complete a puzzle, listen to a
webinar lecture, and read an article.
Provide multilevel resources to the different groups and offer assignments on a
tiered basis. For example, advanced learning resources will be provided to those
who display advanced learning styles. Harder assignments are given to students
who do exceptionally well in problem-solving and research. These students will
be able to use learning tools to teach themselves and complete their coursework.
This means the bulk of your attention will likely be provided to struggling
students.
2.3.3. Assigning suitable tasks ouside the classroom
Whenever talking about English teaching situation in Yen Dinh 3 high school,
we always mention to limited time in class as the first problem. We certainly do
not want our students to restrict themselves to using English in class. We want
them to get as much practice as possible. One solution can be come up with
easily, that is assigning homework activities. However, I question how much
learning actually takes place. Do they really try to do their homework by
themselves? Are they interested or not? Can they actually get something from
those homework activities? …
Having experienced failures in piling on homework, I decided to try some
other ideas, something easier, more interesting and more inspiring to both my
students and me. Some of them have been used in my classes and they really
work; some still need improving to be able to keep students motivated; and
some are just ideas I think of when working on this research paper. However, all
the assigned tasks are applied the following principles:
- They must be within our students’ linguistic reach.
- They must be meaningful so that the students can use English outside of
class to get particular goals
- They must be able to exploit the power of enthusiasm, which means they
can keep the students interested.
The followings are two ways to help ESL students expand their

classroom learning into real-world settings:
+ Groups and Clubs
Often, the less-structured environment of extracurricular
activities such as clubs and sports teams is a great arena in
which to motivate ESL students to use the language. The lowpressure environment lets youngsters practice communicating
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in English in a hands-on, interactive way. They don’t have to
worry about being graded or tested and their motivation levels
may be higher because they are engaged in an activity they
enjoy. In interacting with English-speaking peers, ESL students
can find common ground on which to share stories through the
use of language.
+ Social Media
Social media networks such as Zalo, Facebook,Gmail e.t.c can
help teachers and students interact in English outside the
classroom. If appropriate in terms of students’ maturity levels,
the use of Facebook, Twitter and other social networks allows
teachers and students to engage in discussion about
assignments, events and other topics pertaining to English.
Social media sites and their accompanying networking tools can
broaden students’ awareness and knowledge of English, as well
as build their confidence and boost their motivation to become
more fluent. For today’s youngsters – the so-called “digital
generation” – social media is in many ways their “real world,”
and its use can help them build their vocabulary. Of course,
there are caveats when it comes to social media. Parental
permission must be obtained before embarking on lessons
using social media, and students’ social network activities must

be continuously monitored and reviewed.
In this initiative, I would like to recommend you
edmono.com. It is often referred as “a Facebook for schools”.
It is absolutely a user-friendly site allowing you to create digital
classrooms where you can post assignments, announcements,
share interesting video clips, create quizzes… You can also
interact easily with your students, as well as other ESL
teachers.
Suggestions for introducing an ‘English outside the classroom’ program
One of the most effective ways for ESL teachers to assist
their students in developing English fluency is to encourage
them to use English outside the classroom. This is not always an
easy task, as many ESL students live in non-English speaking
households and often socialize with friends who also speak the
same native language. However, when teachers provide
opportunities to use English in an engaging and meaningful
way, ESL learners will naturally be more motivated to take risks
and explore the language because it is relevant to their
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personal experience. The followings are some suggestions for
teachers to initate a program outside classroom.
• Incorporate it into the cirriculum
One of the biggest problems for students is worrying about what others will
think if they start speaking English outside the classroom. One possible way
around this is to make it part of an assignment or homework, such as giving
everyone a particular topic and a list of students they have to talk to about it
outside the class. Students sign each other’s lists to show that they have
completed the task. This gives them the option of saving face by saying “I have

to do this for my class.”
• Use class time to help students prepare.
Set aside class time to answer questions that students may have relating to what
they practiced outside. When you give students an activity to do in pairs or
groups that could be done without a desk, send them out of the classroom to do
it so that they can begin to break the association between English practice and
the classroom.
• Set up groups
Many students do not like to be the only one to try something new. Set up an
‘all-English group’ so that students can meet others who are prepared to take up
the challenge.
• Offer students a range of strategies and encourage them to experiment.
Learners are all different. For example, some students may prefer to try to use
English all day, and others may like to practice in ten, five, or one minute bursts.
In the UK, the most effective anti-smoking slogan to date has been ‘never give
up giving up’. Remind the students (and yourself!) that this is an ongoing effort,
not a ‘one-off’ succeed or fail experiment.
• Set challenges
If you approach this idea like a game, you can set one hour, one day, or even
one-week ‘All-English Challenges’. Students who meet the challenge can have
their names listed on a league table, receive prizes, or have their achievement
recognized in any way you see appropriate.
2.3.4. Sample tasks outside the classroom
Sample 1: Unit 11: National parks (Tieng Anh 10 – Education publisher)
Lesson 3: Listening
Home assignment: Divide the class into four groups, base on their English
learning ability. Each group has to complete the following tasks:
+ Group 1 (with low English competency): Collect and demonstrate 10 photos
of fauna and flora of Cuc Phuong national parks
+ Group 2 (with medium English competency): Collect and summarize two

articles about Cuc Phuong national park in English
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+ Group 3 (with high English competency): Make a mindmap of Cuc Phuong
national park.
Sample 1: Unit 14. The World Cup (Tieng Anh 10 – Education publisher)
Lesson 2: Speaking
Home assignment: Divide the class into four groups whose members have the
same English competency. Each group has to complete the following
assignment:
+ Group 1: List 24 World Cup tournaments as in task 2 of the lesson.
Times

Year

Host
country

Winner

Score

Runner-up

1
….
24
+ Group 2: Collect ten photos of the runner – up and the winner of the 24 th
World Cup

+ Group 3: List the names of the footballers of two teams in the final match of
the 24th World Cup
+ Group 4: Write about the final match of the 24th World Cup as in task 3 of the
lesson.
2.4. Effects of the study on teaching and learning
The purpose of school is to prepare students for life beyond school. Today's
society has a higher demand for self-awareness and more specialised skills. One
of the easiest ways to help advance students is by incorporating learning
experiences outside the classroom. Learning outside the classroom can help
enrich a student's educational experience by showing them real-life applications
of theories that they are learning at school.
After step by step carrying out the ways of encouraging students using their
out – of – class English learning strategies, I find out that my students have
become more confident and interested in learning English. They do not feel
afraid of making mistakes as they used to do. Now I really feel happy and proud
of my students. Their attitude towards English learning activities outside the
classroom has changed significantly as shown in the tables bellow.
Chart1 . Students’ attitude towards out –of –class English learning strategies

14


Chart 2

As can be seen from the charts, before I applied the new teaching method, my
students also taken part in the learning activities but less often than they do now.
Besides, my students become more and more excited in these activites. No one
feels bored with the assignments they have to do outside class hours. Therefore,
it can be confirmed that, out-of-class learning is really good for English learners.
Moreover, I also share my experience in motivating students’ learning through

their out – of – class strategies with my colleagues and they also agree that the
method I mentioned above are more motivating and effective than the traditional
ways of teaching and learning English.

15


3. Conclusion
3.1. Conclusion
Once again, I would like to emphasize that the students who try to use English
outside the classroom, for sure, do the most improvement. Obviously,
motivation is the key here and I also believe that “fun homework” is an
important tool for more English exposure. However, when reading the ideas in
this paper, some of you probably doubt their effectiveness or some of you
probably wonder whether they work for lazy or low level students. I do not deny
that when trying to realize those ideas, the results I got were below my
expectations many times. The study shows that students, while knowing the
limitations of classroom learning, are not fully aware of what are available
beyond the classroom and venture out on their own to tap the resources. The
infrequent use of out-of-class learning strategies perhaps explains the general
low standard of English in the community. Though it cannot be proved that more
proficient learners use more out-of-class learning strategies, they have a
tendency to participate in more English activities especially in speaking and
watchìng English programmes outside class.
The impact of examination and the input from native speakers determines
what isimportant but importance would not be the sole consideration for
students' choiceof strategies outside the classroom. Interest or interest together
with usefulnesswould be more decisive.
Like other studies receptive activities, especially those with an entertainment
purpose like listening to songs or watching movies or television, were found to

be more popular than others, but the I.T. group emerged to be as prominent. The
use of technology has become part of students' life, but its potential for learning
has yet to be explored by students. They show general ignorance of the rich
resources available on the Internet. Computer literacy does not contribute to
skills in digging the wealth provided by the technology. Information should be
given and awareness raised if the wealth on the Internet can be exploited by
them.
Actually, my effort still cannot have any impact on some particular students;
they keep their own way and do not want to give it a go. That, for me, is not a
16


big failure. The thing here is as a teacher, I have tried to offer ways to help my
students who really want to get better at English to use their target language
when they are not in the class, to motivate and change their learning routines in
a positive way.
3.2.Recommendation
- To teachers: With the development of IT nowaday, classroom learning is not
enough or up-to-date. Assignments can also be designed in such a way that they
lead to out-of-class learning. Project work which encourages the search for
English websites and discussìon group for sharing opinions of current issues and
English diary for sharing school experiences and daily happenings are a few
suggestions.
By bringing the resources in the community into the classroom and completing
learning tasks ouiside the classroom, the teachers can start removing the barriers
that so easily erect themselves between formal learning and the wider
environment in which the learner lives.
- To students: Learning any foreign language is really a big challenge to any
learner, which requires motivation and hard work. Therefore, try your best to
learn English because it is very useful in your life. Every student should actively

participate in learning activities during class hour as well as other activities
outsides classroom to acquire knowledge on your own. On important thing to
help English learners to be successful is that they should take chances of getting
your teacher’s help. Ask them whenever you encounter difficulty.

17


Headmaster’s confirmation

I strongly assure that this is the work of
my own and not the copy of any
other’s.
Yen Dinh, May 16th, 2019

Nguyễn Hữu Tuấn

Đỗ Thị Thủy

18


REFERENCES
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Harlow: Pearson Education
Benson, P. (2011). What’s new in autonomy? The Language Teacher, 35 (4), 1518
Fukuda, S. T., & Yoshida, H. (2013). Time is essence: Factors encouraging outof-class study time. ELT Journal, 67 (1), 31-40.
Garcia, T. (1995). The role of motivational strategies in self-regulated learning.
Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teacher.
London: Prentice Hall.

O'Malley, J.M.&Chamot, A.U.(1990). Learning Strategies in Second Language
Acquisition.Cambridge, U.K.:Cambridge University Press.
O’Maley, J., Chamot, A., Stewner-Manzanares, G., Russo, R and Kuper, L.
(1985). Learning strategy applications with students of English as
second language. TESOL Quarterly, 19: 557-584
Oxford, R. L. (1990). Language learning strategies: What every teacher should
know. Boston, MA: Heinle & Heinle.
Oxford, R. and Crookall, D (1989). Language learning strategies: methods,
findings, and instructional implications. Modern Language Journal,
73: 404-419
Pearson, N (2004). The idiosyncrasies of out-of-class learning: A study of
mainland Chinese students studying English at tertiary level in New
Zealand, Proceedings of the Independent Learning Conference 2003.
Pickard, N., (1996). Out-of-class language learning strategies. English
Language Teaching Journal, 2: 150-159
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining selfregulated learning. International Journal of Educational Research, 31,
459-470.
Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation.
In Maeher, P. R. Pintrich. Advances in motivation and achievement:
Goals and self-regulatory processes (PP. 371-402). Greenwich, CT:
JAI Press.
19


Rubin, J. (1987). Learner strategies: theoretical assumptions, research history
and typology. In Wenden, A and Rubin, J. Learner Strategies and
language Teaching. Englewood Cliffs, NJ, Prentice Hall. 15-29
Sato, T., Nakagawa, T., & Yamana, T. (2008). The Basic Research of CollegeLevel English Learners: What Motivates Them and How Do They
Learn? Bulletin of Tsukuba International University, 14, 43-59.
Tremblay, P. F & Gardner, R. C. (1995). Expanding the motivation construct in

language learning. The Modern Language Journal,79, 505-518.
Wenden, A. and Rubin, J. (1987). Learner Strategies in Language Learning.
Englewood Cliff, NJ, Prentice Hall.
DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ TỪNG ĐẠT GIẢI
TT

Tên đề tài SKKN

Cấp đánh
giá xếp loại

Kết quả
xếp loại

1

Một số phương
pháp giúp học sinh
xây dựng trường
từ vựng theo chủ
đề bài học

Sở GD –
ĐT Thanh
Hóa

C

2

Organizing pair
work and group
work in speaking
lessons

Sở GD –
ĐT Thanh
Hóa

C

Năm học
đánh giá
xếp loại
2008 –
2009

2016 –
2017

Ghi chú
Vào sổ số
12/ QĐSGD&ĐT
ngày 05
tháng 01
năm 2010
Quyết định
số :
1112/QĐSGD & ĐT
ngày 18

tháng 10
năm 2017

20


21


APPENDIX

Survey questionnaires – Bảng câu hỏi khảo sát
This survey aims at finding out some information about out-of-class English
learning strategies of grade-ten students at Yendinh 3 uppersecondary school.
Please help me to complete it by doing the following tasks.
Mục đích của khảo sát này là tìm hiểu một số thông tin các chiến lược học tập
tiếng Anh ngoài giờ học của học sinh khối 10 trường THPT Yên Định 3. Các em
vui lòng giúp cô hoàn thành khảo sát bằng cách làm theo các yêu cầu dưới đây
I. General information
- Tick the activities you often do to learn English outside classroom. Đánh dấu
tick (√) vào các hoạt động em thường làm để học tiếng Anh ngoài giờ học
I listen to English songs
Tôi nghe các bài hát tiếng Anh
I listen to radio programs in English. Tôi
nghe các chương trình tiếng Anh trên đài
phát thanh
I read newspapers in English
Tôi đọc báo tiếng Anh
I read books in English .
Tôi đọc sách tiếng Anh

I chat with foreigners on line in English .Tôi
trò chuyện trên mạng với các bạn nước
ngoài bằng tiếng Anh.
I play games in English .
Tôi chơi games bằng tiếng Anh.
Other activites (If there is any, please
specify).
Các hoạt động khác ( Nếu có vui lòng nêu
cụ thể)
II. Questionnaire on language learning strategies.
Bảng câu hỏi về các chiến lược học tập.
This form of the Strategy Inventory for Language Learning (SILL) is for
students of English as a second or foreign language.
Hình thức khảo sát chiến lược học ngôn ngữ ngữ này ( viết tắt là SILL) dành
cho người học tiếng Anh như ngôn ngữ 2 hoặc ngoại ngữ.
You will find statements about learning English. Please read each statement.
On doing it, circle the response (1, 2, 3, 4, 5) that tells how true of you the
statement is. Các em sẽ thấy các câu nói về việc học tiếng Anh. Vui lòng đọc
từng câu. Trong khi đọc khoanh vào các câu trả lời (( tương ứng với 1,2,3,4,5)
để xác định các câu đó đúng với bản thân em đến đâu.
1.Never or almost never true of me.
1


Hoàn toàn hoặc gần như hoàn toàn không đúng với tôi
2.Usually not true of me. Thường là không đúng với tôi
3.Somewhat true of me. Hơi đúng với tôi
4.Usually true of me. Thường đúng với tôi
5.Always or almost always true of me.
Luôn luôn hoặc gần như luôn luôn đúng với tôi

1. I connect the sound of a new English word and an image or picture of the
word to help me remember the word.
Tôi liên hệ âm của từ mới tiếng anh với một hình ảnh hoặc bức tranh nào đó
của từ mới để giúp tôi nhớ từ.
1
2
3
4
5
2. I practice English with other students.
Tôi thực hành tiếng Anh với các học sinh khác
1
2
3
4
5
3. I review English lessons often.
Tôi ôn tập các bài thường xuyên
1
2
3
4
5
4. I watch English language TV shows spoken in English or go to movies
spoken in English.
Tôi xem các chương trình truyền hình bằng tiếng Anh hoặc xem phim tiếng Anh
1
2
3
4

5
5. I write notes, messages, letters, or reports in English.
Tôi ghi chép, viết tin nhắn, thư hoặc các bài tường thuật bằng tiếng Anh.
1
2
3
4
5
6. When I can’t think of a word during a conversation in English, I use gestures.
Khi tôi không nghĩ ra từ trong khi giao tiếp, tôi dùng cử chỉ.
1
2
3
4
5
7. I look for opportunities to read as much as possible in English.
Tôi tìm kiếm cơ hội đọc tiếng Anh càng nhiều càng tốt
1
2
3
4
5
8. I try to find as many ways as I can to use my English.
Tôi cố gắng tìm nhiều cách có thể để sử dụng tiếng Anh.
1
2
3
4
5
9. I try to find out how to be a better learner of English.

Tôi cố gắng tìm cách học tiếng Anh tốt hơn
1
2
3
4
5
10. I encourage myself to speak English even when I am afraid of making
mistakes.
Tôi luôn khuyến khích bản thân nói tiếng Anh ngay cả khi e sợ mắc lỗi.
1
2
3
4
5
III. Frequency of using out-of-class learning strategies.
Mức độ thường xuyên sử dụng tiếng Anh ngoài giờ học
Circle your choice – Khoanh vào phương án em lựa chọn
2


- How often do you use English outside the classroom?
Em có thường xuyên sử dụng tiếng Anh ngoài giờ học không?
A.
Always – Luôn luôn
B.
Often – Thường xuyên
C.
Sometimes – Thỉnh thoảng
D.
Never – Không bao giờ

IV. Students’ attitude towards out-of-class English learning strategies
Circle your choice – Khoanh vào phương án em lựa chọn
- How do you feel when taking part in the out-of-class learning activities ? – Em
cảm thấy thế nào khi tham gia các chiến lược học tiếng Anh ngoài giờ học.
A. Excited – Hào hứng
B. Nervous – Hồi hộp
C. Bored – Chán
Thank you very much for your cooperation!
Cám ơn sự hợp tác của các em rất nhiều!

3