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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.A course. 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...............................................................i ACKNOWLEDGEMENTS ..............................................................................ii ABSTRACT.....................................................................................................iii TABLE OF CONTENTS................................................................................. iv LIST OF ABBREVIATIONS .........................................................................vii LIST OF TABLES .........................................................................................viii LIST OF FIGURES.......................................................................................... ix CHAPTER 1 INTRODUCTION .................................................................. 1 1.1 Rationale ................................................................................................. 1 1.2 Aim and Objectives of the Study ............................................................ 2 1.2.1 Aim of the study. .............................................................................. 2 1.2.2 Objectives of the study. .................................................................... 2 1.3 Research Questions ................................................................................. 3 1.4 Scope of the Study .................................................................................. 3 1.5 Significance of the Study ........................................................................ 4 1.6 Organization of the Study ....................................................................... 4 CHAPTER 2 LITERATURE REVIEW ...................................................... 6 2.1 Language Learning Strategies................................................................. 6 2.1.1 Definitions of language learning strategies. ..................................... 6 2.1.2 Features of language learning strategies........................................... 8 2.1.3 Classifications of language learning strategies................................. 8 2.1.3.1 Direct learning strategy. ........................................................... 10 2.1.3.2 Indirect learning strategies........................................................ 13 2.1.4 Four language skills. ....................................................................... 16 2.1.4.1 Listening skill. .......................................................................... 16 2.1.4.2 Speaking skill............................................................................ 16 2.1.4.3 Reading skill. ............................................................................ 16
v 2.1.4.4 Writing skill. ............................................................................. 17 2.1.5 Factors in strategy choice. .............................................................. 17 2.1.5.1 Learner factors. ......................................................................... 17 2.1.5.2 Situational and social factors.................................................... 19 2.1.5.3 Academic factor........................................................................ 19 2.1.5.4 Cultural background. ................................................................ 20 2.2 Previous research related to the study and Gaps in the existing research ...................................................................................................................... 20 2.2.1 Previous research related to the study. ........................................... 20 2.2.2 Gaps in existing research. ............................................................... 23 2.3 Summary ............................................................................................... 23 CHAPTER 3 RESEARCH METHODOLOGY........................................ 24 3.1 Research Method................................................................................... 24 3.2 Participants............................................................................................ 24 3.3 Instruments............................................................................................ 25 3.3.1 The questionnaire............................................................................ 26 3.3.2 The interview. ................................................................................. 27 3.4 Data Collection ..................................................................................... 28 3.4.1 Administering the questionnaire.....................................................28 3.4.2 Administering the interview. ..........................................................29 3.5 Data Analysis ........................................................................................ 30 3.6 Summary ............................................................................................... 31 CHAPTER 4 FINDINGS AND DISCUSSION ......................................... 32 4.1 Scale reliability Analysis ...................................................................... 32 4.2 High School EFL Teachers’ Perceptions in terms of the necessity of teaching students how to learn English........................................................ 33 4.3 High School EFL Teachers’ Perceptions in terms of the benefits of teaching students how to learn English........................................................ 39
vi 4.4 High School EFL Teachers’ Perceptions about difficulties in teaching learning strategies ........................................................................................ 43 4.5 Summary ............................................................................................... 47 CHAPTER 5 CONCLUSION ..................................................................... 49 5.1 Conclusion ............................................................................................ 49 5.1.1 Research question 1. ....................................................................... 49 5.1.2 Research question 2. ....................................................................... 49 5.1.3 Research question 3. ....................................................................... 50 5.2 Limitations ............................................................................................ 50 5.3 Implications of the Study ...................................................................... 51 5.3.1 Implications for educators. ............................................................. 51 5.3.2 Implications for school administrators. .......................................... 51 5.3.3 Implications for teachers................................................................. 52 5.4 Recommendations for further research................................................. 53 REFERENCES .............................................................................................. 55 APPENDICES
vii LIST OF ABBREVIATIONS ESL: English as second language EFL: English as a foreign Language LLSs: Language learning strategies FL: Foreign language
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