MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN THI NGOC CHAU HIGH SCHOOL EFL TEACHERS’ PERCEPTIONS ABOUT TEACHING LEARNING STRATEGIES TO EFL STUDENTS Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: LE NHAN THANH, Ph.D BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN NGUYỄN THỊ NGỌC CHÂU NHẬN THỨC CỦA GIÁO VIÊN TIẾNG ANH THPT VỀ VIỆC DẠY CHIẾN LƢỢC HỌC CHO HỌC SINH Ngành: Lý luận và phƣơng pháp dạy học bộ môn tiếng Anh Mã số: 8140111 Ngƣời hƣớng dẫn: TS. LÊ NHÂN THÀNH i DECLARATION OF AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university. I, the undersigned, certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by any other person except where due reference is made in the thesis itself. Binh Dinh, 2022 Nguyen Thi Ngoc Chau ii ACKNOWLEDGEMENTS I would like to express the deepest appreciation to those who have facilitated me to complete this paper.
First and foremost, my gratitude goes to my research supervisor, Dr. Le Nhan Thanh, for his guidance, patience, and encouragement throughout my study. His technical and editorial advice was essential to the completion of this paper and has taught me innumerable lessons and insights on the workings of academic research in general. I have been extremely lucky to have a supervisor who cared so much about my work.
Secondly, I am indebted to all the teachers of the Department of English for the useful knowledge that they taught me during the time I attended the M. Importantly, I would also like to thank the participants at An Khe town for their untiring supports to this research paper. Without their passionate participation and input, the study could not have been successfully conducted. Last but not least, I would like to express my special thanks to my family members whose strong support and encouragement have kept me going this far.
iii ABSTRACT Learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations. Teaching learning strategies is very necessary in learning process as it is used as a way to achieve a certain goal. This study aimed to explore high school EFL teachers’ perceptions about teaching learning strategies to their EFL students. The study focused on their perceptions about the necessity, the benefits, and the difficulties of teaching students how to learn English.
The participants of the study included 40 teachers from nine high schools in a town in Gia Lai province. The questionnaire was completed by forty high school teachers and the three semi- structured interviews were carried out with participation of 3 high school teachers chosen randomly. The data from the questionnaire was analyzed by using Likert-type scale and regression linear statistical analysis through IBM SPSS Statistics 22 Software, and the transcripts of the interview were analyzed following content analysis to find answers to the research questions. The findings of the study indicated that the teachers perceived that teaching learning strategies had a positive impact on EFL students’ academic performance and that these strategies were useful in their classrooms.
Based on the findings, implications are suggested for EFL teachers and educators to enhance the effectiveness of English language teaching. Key words: EFL, teaching learning strategies, teachers’ perceptions iv TABLE OF CONTENTS DECLARATION OF AUTHORSHIP. iii TABLE OF CONTENTS. iv LIST OF ABBREVIATIONS.
vii LIST OF TABLES. viii LIST OF FIGURES. ix CHAPTER 1 INTRODUCTION .2 Aim and Objectives of the Study .1 Aim of the study.2 Objectives of the study.4 Scope of the Study .5 Significance of the Study .6 Organization of the Study. 4 CHAPTER 2 LITERATURE REVIEW .1 Language Learning Strategies.1 Definitions of language learning strategies.2 Features of language learning strategies.3 Classifications of language learning strategies.1 Direct learning strategy.2 Indirect learning strategies.4 Four language skills.5 Factors in strategy choice.2 Situational and social factors.2 Previous research related to the study and Gaps in the existing research .1 Previous research related to the study.2 Gaps in existing research.
23 CHAPTER 3 RESEARCH METHODOLOGY.1 Administering the questionnaire.2 Administering the interview. 31 CHAPTER 4 FINDINGS AND DISCUSSION .1 Scale reliability Analysis .2 High School EFL Teachers’ Perceptions in terms of the necessity of teaching students how to learn English.3 High School EFL Teachers’ Perceptions in terms of the benefits of teaching students how to learn English.4 High School EFL Teachers’ Perceptions about difficulties in teaching learning strategies .3 Implications of the Study .1 Implications for educators.2 Implications for school administrators.3 Implications for teachers.4 Recommendations for further research. 55 APPENDICES vii LIST OF ABBREVIATIONS ESL: English as second language EFL: English as a foreign Language LLSs: Language learning strategies FL: Foreign language viii LIST OF TABLES Table 2. Definitions of language learning strategies -Takač (2008:51).
Features of language learning strategies - Oxford (1990:9). Language Learning Strategy System (Oxford. Participants’ background characteristics (Valizadeh, 2021). Reliability Statistics of the questionnaire.
EFL teachers’ perceptions about the necessity of teaching learning strategies. EFL teachers’ perceptions about the necessity of teaching learning strategies. EFL teachers’ perceptions about the importance of teaching learning strategies. EFL teachers’ perceptions about the importance of teaching learning strategies.
Reasons for teaching learning strategies to EFL students. EFL teachers’ perceptions about the benefits of teaching learning strategies. EFL teachers’ perceptions about the difficulties of teaching learning strategies. 44 ix LIST OF FIGURES Figure 3.
Quantitative data collection procedure. Quantitative data collection procedure. 29 1 CHAPTER 1 INTRODUCTION To set the scene for the study, this chapter starts with an overview of the use of learning strategies in education in the world and Vietnam context. It then describes the rationale for the study, the research aim and objectives, and the research questions.
This is followed by the scope and the significance of the study. Finally, there is an overview of the organization of the study.1 Rationale Many nations in Asia and Europe have recently increased their efforts to teach English as a second language (ESL) or as a foreign language (EFL) (ESL). In recent years, second language education has shifted its emphasis away from the ideal teaching strategy and toward how effective teachers and students accomplish their objectives. Teachers' classroom study on the linguistic, discursive, and interactional structure of educational events resulted from this in their case.
For students, this has resulted in research on (1) how individuals approach learning both inside and outside of the classroom and (2) the different types of methods and cognitive processes they employ when learning a second language. One of the main purposes of educational evolution is to help students learn how to learn more effectively. Teachers need to give students the information, skills, and strategies they need to succeed. When learning languages, some foreign language teachers may wonder why some of their students are jumping ahead while others are slowly moving forward, no matter how hard the teacher works to make the language lesson interesting and fun.
Part of this difference between more and less effective language learners may be due to differences in ability, motivation, and/or commitment. But an important factor seems to be the knowledge and ability to use "how to learn" techniques or learning strategies. The purpose of using learning strategies is to help students learn more efficiently (Weinstein & 2 Mayer, 1986). As students begin to understand their learning processes and gain some control over those processes, they tend to take more responsibility for their learning.
Chamot, Barnhardt, El-Dinary and Robbins (1999) noted: “The differences between the most effective learners and the least effective learners were found in the number and range of strategies used, in how the strategies applied to the task, and whether they were appropriate to the task” (p. Therefore, teaching learning strategies is especially useful for later learners. Learning strategies must be chosen according to the activity. Teachers can teach certain strategies to their students, but these strategies do not always work for them.
The fact that teachers teach students optional strategies is certainly an important factor and will affect their ability to be competent English learners. As their learning styles differ, so do their preferred learning strategies. If they find effective strategies for learning, they will be able to study successfully. In short, because of the importance of learning strategies, this research aims to find out high school EFL teachers’ perceptions about teaching learning strategies to EFL students.
That is the reason why the research on high school EFL teachers’ perceptions about teaching learning strategies to EFL students was carried out.2 Aim and Objectives of the Study 1.1 Aim of the study. This study aims to explore high school EFL teachers’ perceptions about teaching learning strategies to their EFL students.2 Objectives of the study. To achieve this aim, the researcher has tried to fulfill the following objectives: 3 - to investigate high school EFL teachers’ perceptions about the necessity of teaching students how to learn English, - to explore high school EFL teachers’ perceptions about the advantages in teaching students how to learn English, and - to find out high school EFL teachers’ perceptions about the disadvantages in teaching students how to learn English.3 Research Questions To achieve the above aim and objectives, the researcher has collected data and analyzed it to answer the following questions: 1. What are high school EFL teachers’ perceptions about the necessity of teaching students how to learn English? 2.
What are high school EFL teachers’ perceptions about the advantages of teaching students how to learn English? 3. What are high school EFL teachers’ perceptions about the disadvantages of teaching students how to learn English? 1.4 Scope of the Study In this part, the research mentions the scope of the time, the setting and participants, the issues and the data. The research will only be carried out in the academic year 2021–2022. The research will be conducted at high schools in Gia Lai province with the participation of 40 teachers of English.
There are many factors relating to the perceptions of teaching learning strategies to EFL students such as the reasons, the importance, the effect, the advantages and the disadvantages. But in this research, the researcher will only focus on one issue: the importance of teaching learning strategies to EFL students. There are two reasons for this choice: Firstly, due to the limitation of 4 time and ability, the research cannot cover all of the issues and problems. And this problem is suitable for the reality of the teachers there so they can easily have a complete understanding of these problems.
There are many ways to collect the data. The data can be collected by questionnaires, narratives, interviews, observation and so on. In this study, the researcher will use questionnaires and interviews to collect the data because these ways are accessible and suitable for the teachers there and the researcher can have qualitative and quantitative data with great reliability.5 Significance of the Study This study hopefully can give some contribution as follows: The research should be seen as further contribution in understanding about teaching learning strategies to EFL students. Moreover, this study will give useful data related to teachers’ perceptions about teaching learning strategies to EFL students.
Findings and suggestions may be reasons for further researches. The findings of the research may help high school EFL teachers to know the insights on teachers’ perceptions about teaching learning strategies to their EFL students. Thanks to this, teachers can adjust and improve their teaching methodology to help the students be able to know how to learn English.6 Organization of the Study There are five chapters in this study. Chapter 1 – Introduction – presents the background information of the study; including the rationale of the study, the aim and objectives, research questions, scope of the study, the significance and organization of the study.