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English Learning Strategies among EFL Learners: A Narrative Approach

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Nguyen, H ORCID: 0000-0003-4281-5948 and Terry, DR 2017 , 'English Learning Strategies among EFL Learners: A Narrative Approach' , IAFOR Journal of Language Learning, vol. 3, no. 1 , pp. 4-19 , doi: 10.22492/ijll.3.1.01.

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Abstract

Language learning strategies (LLSs) are believed to be influenced by individual differences aswell as environmental and contextual factors. Therefore, the effective use of LLSs isdetermined by various factors, including both learning and learner variables. This dynamic andcomplex nature of LLSs renders it appropriate to use a qualitative approach to undertakeresearch into this issue. This paper details the qualitative findings from a larger-scale study onEnglish LLSs among tertiary students in the context of Vietnam. The data was gathered fromsemi-structured interviews with 10 English as a foreign language (EFL) teaching staff and 10EFL students at a university in Vietnam. Interviews were conducted in Vietnamese lasting 30to 40 minutes, and were audio recorded with consent. The interview questions for studentsfocussed on their general attitudes and lived experiences of LLSs. Similarly, the interviewquestions for EFL staff were structured around their general attitudes. The interview data weretranslated into English, rechecked, and thematically analysed. The findings are of a textual andinterpretative nature with emerging themes and issues related to the attitudes towards andactual use of LLSs among the target learners. The findings provide practical implications forpractitioners, researchers and educational policy makers alike.

Item Type: Article
Authors/Creators:Nguyen, H and Terry, DR
Keywords: language learning strategies, Vietnamese, English, second language learning, tertiary students
Journal or Publication Title: IAFOR Journal of Language Learning
Publisher: International Academic Forum
ISSN: 2188-9554
DOI / ID Number: 10.22492/ijll.3.1.01
Copyright Information:

Copyright 2017 © The International Academic Forum (IAFOR)

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