INTRODUCTION
Aim and objectives of the study
This study focuses on identifying the English grammar learning strategies employed by 8th-grade students at a secondary school in Hai Duong province The primary objective is to gain insights into the specific methods these students use to enhance their understanding and mastery of English grammar.
(1) To investigate English grammar learning strategies used by the 8 th form students at the school
(2) To find out the reasons for the most and the least used strategies
Research questions
In an attempt to achieve the aim and objectives stated above, the following research questions are addressed:
(1) What are the English grammar learning strategies used by the 8 th form students at the school?
(2) What are the reasons for the most and the least used strategies?
Scope of the study
This study specifically examines the English grammar learning strategies employed by 8th-grade students at a secondary school in Hai Duong province Consequently, exploring strategies for acquiring other English language skills or for different grade levels falls outside the scope of this thesis.
Research method of the study
This exploratory research investigates English grammar learning strategies among 8th form students at a secondary school in Hai Duong province, utilizing mixed methods through a questionnaire survey and informal interviews Exploratory research serves as a deeper form of survey research, widely adopted in various fields, including second and foreign language studies As defined by Johnson (1992), a survey aims to understand the characteristics of a population by examining a sample, with the questionnaire serving as a crucial quantitative tool In contrast, informal interviews provide qualitative insights, enriching the understanding of the subject matter.
Significance of the study
This study will be useful and meaningful to the improvement of students’ English grammar learning at the secondary school in Hai Duong in particular and in
This study on Vietnam aims to identify effective grammar learning strategies for students, enabling teachers to implement suitable language teaching methods Additionally, the research findings are valuable for individuals interested in enhancing their understanding of language education.
The thesis consists of five main chapters:
Chapter 1 – Introduction presents the rationale for the choice of the study, aim and objectives, research questions, scope of the study, research methods, significance and design of the thesis
Chapter 2 - Literature review provides an overview of grammar, language learning strategies, English grammar learning strategies and a brief summary of previous studies which were relevant to the topic
Chapter 3 – Methodology introduces the methodology which comprises setting of the study and participants, description of instruments, data collection and data analysis procedure
Chapter 4 - Data analysis, findings and discussion presents the data analysis, the findings and discussion on the EGLS used by the 8 th form students at the school, the frequency of using these strategies and the reasons for the most and the least used strategies
Chapter 5 – Conclusion summarizes all what presented in the study, draws the conclusion from the findings, the applications of the study to EGLS teaching and training, the limitations of the study and suggests some further studies.
LITERATURE REVIEW
An overview of grammar
Grammar is a crucial aspect of language learning, often emphasized in both the learning and usage of languages English, like many other languages, has its unique grammatical system According to the Oxford Learner's Pocket Dictionary, grammar encompasses the rules for forming words and constructing sentences, highlighting its importance in effective communication.
193) Also, Longman Dictionary of Contemporary English shows that grammar is
“the rules by which words change their forms and are combined into sentences, or the study or use of these rules” (Longman Dictionary of contemporary English,
Grammar encompasses the essential rules for altering word forms and phrases to construct sentences, as well as the study and application of these rules in sentence formation These foundational guidelines serve as a crucial framework for speakers and writers, enabling them to create coherent utterances, engage in conversations, and produce written texts effectively.
Grammar is defined by many linguists as the structure and system governing language Jeremy Harmer (1987) describes grammar as the way words change and combine to form sentences, highlighting elements such as pluralization, negation, word order in questions, and clause joining This definition emphasizes that grammar encompasses word transformations, arrangement, and combinations to construct meaningful sentences and clauses.
Grammar is a collection of rules that dictate the appropriate use of words within sentences It serves as a guide to distinguish correct language from incorrect, ensuring clarity and coherence in communication.
6 wrong in a sentence This can be considered as a prescriptive grammar view of a language
Richards, Platt, and Platt (1992) define grammar as the structural framework of a language, outlining how linguistic units like words and phrases combine to form sentences Their comprehensive definition emphasizes the significance of meanings and functions within sentences, highlighting that grammar serves as a guide to understanding the language system Additionally, they note that grammar may encompass the phonetic aspects of a language, providing a practical perspective on sentence construction.
Grammar is often defined in various ways by linguists, reflecting their diverse perspectives and approaches to language At its core, grammar encompasses the rules that govern the transformation and combination of words and phrases to create meaningful sentences within a language system The interpretation of grammar can significantly impact the methods used in teaching and learning it.
The evolution of language teaching methodology from Audiolingualism to the communicative approach has significantly transformed the perception and instruction of grammar Previously, grammar was treated as a prescriptive element, taught in isolation from real-life contexts In contrast, contemporary linguists now view grammar as a descriptive component of a language system, integrating it more effectively into communicative practices.
Prescriptive grammar dictates the proper usage of language, outlining specific rules for speaking and writing For example, in the sentence "This is how you use a washing machine," prescriptive grammar emphasizes the correct application of personal pronouns.
In writing, it is advisable to avoid using second-person pronouns like "you," as traditional grammar emphasizes prescriptive rules that differentiate between correct and incorrect usage Bourke (2005: 86) highlights that prescriptive grammar is often articulated through specific guidelines that dictate proper language use.
● Never end a sentence with a preposition
● Never begin a sentence with ‘And’
● Do not split the infinitive (e.g., *to really understand)
● Do not use ‘shall’ for ‘will’ or vice versa
In language usage, 'must' indicates internal compulsion, while 'have to' signifies external compulsion However, Odlin (1994) suggests that many judgments about language's goodness or badness are arbitrary and do not adhere to essential linguistic principles This highlights the subjectivity of prescriptive grammar, which often overlooks real-life language use and fails to acknowledge the dynamic nature of living languages that continually evolve, attempting to maintain outdated features and distinctions.
Descriptive grammar simply describes language as it is, not as it should be
Descriptive grammar, unlike prescriptive grammar, is an objective approach that is grounded in a comprehensive analysis of real spoken and written English It acknowledges various structures often overlooked by traditional grammar, such as determiners and verb complementation, while providing in-depth discussions on aspects like adverbial clauses (Bourke, 2005) As Bourke (2005) notes, descriptive grammar employs structural analysis, examining syntax across multiple levels, including morpheme, word, phrase, clause, sentence, and text For example, at the sentence level, each simple sentence is broken down into its fundamental components.
In pedagogical grammar, sentence elements such as subjects, objects, and verbs are broken down into their phrasal components, including noun phrases and verb phrases These phrases are further analyzed into form classes, such as determiners and nouns This systematic approach allows for a comprehensive understanding of grammar.
Descriptive grammar is a contemporary approach that resonates with many language users, emphasizing natural and familiar language use It categorizes language structures into NP (Noun Phrase) and VP (Verb Phrase), highlighting the importance of understanding these components in effective communication.
Pedagogical grammar is not limited to prescriptive or descriptive grammar; rather, it encompasses the essential grammatical knowledge that teachers need to effectively instruct students This type of grammar focuses on how grammatical concepts are presented in lessons and materials, facilitating language teaching and learning (Huệ, 2004) As noted by Nunan (1991), pedagogical grammar plays a crucial role in guiding educators and enhancing the learning experience for students.
Pedagogical grammars serve as essential resources for language teaching, providing valuable insights into grammar that aid in teaching, syllabus design, and material development While they may incorporate contemporary grammatical theories, pedagogical grammars do not adhere to a single theoretical framework Essentially, pedagogical grammar encompasses what foreign language teachers impart to their students, focusing on three key aspects: form, meaning, and use This study emphasizes the significance of pedagogical grammar as a fundamental element in effective language instruction.
2.1.3 The role of grammar in foreign language teaching and learning
Language learning strategies
2.2.1 Definitions of language learning strategies
Recent studies have focused on learning strategies for second and foreign languages While there are notable differences between the contexts of these two types of language learning, research by Oxford highlights key insights that can enhance the effectiveness of language acquisition.
According to Oxford (1990), most learning strategies are applicable to both second and foreign language contexts, suggesting that distinguishing between the two is unnecessary.
1990: 6) Below are some of the definitions of learning strategies in general and language learning strategies in particular
According to Nunan (1991: 168), learning strategies are defined as the mental processes utilized by learners to acquire and utilize the target language However, this definition is somewhat restrictive, as it focuses solely on mental processes and overlooks other important elements involved in language learning.
Learning strategies are defined as intentional behaviors and thoughts that learners utilize to enhance their understanding and retention of new information (Richards et al., 1992) This definition encompasses both behavioral and cognitive aspects of the learning process Similarly, Ellis (1997) describes learning strategies as specific techniques employed by learners to acquire a second language, emphasizing that these strategies can be either behavioral or mental and are often problem-oriented Overall, both definitions highlight the active role of learners in their educational journey.
Learning strategies, as defined by Rubin (in Wenden and Rubin 1987: 19), encompass a range of operations, steps, and routines that learners utilize to enhance the acquisition, storage, retrieval, and application of information These strategies play a crucial role in helping learners effectively receive, remember, understand, and utilize knowledge, highlighting their importance in the learning process.
Furthermore, Bialystok (1978: 71) also defines learning strategies as
The term "optimal means" refers to effective strategies for utilizing available information to enhance proficiency in a second language However, this definition appears vague and may lead to confusion regarding the specific methods that qualify as optimal.
Learning strategies are defined as specific actions employed by learners to enhance the learning process, making it easier, faster, and more enjoyable These strategies also promote self-direction, effectiveness, and the ability to transfer knowledge to new situations (Oxford, 1990).
The definition of learning strategies is straightforward and easily comprehensible, as it succinctly explains their purpose These strategies encompass specific actions that empower learners to enhance their progress and attain successful outcomes in language acquisition.
Despite the variations in definitions of learning strategies, they all share common elements Wenden (in Wenden and Rubin 1987: 7-8) outlines specific criteria that define effective learning strategies.
1 They are specific actions or techniques
2 They can be observable/ behavioral or non-observable/ mental
4 They can contribute directly or indirectly to learning
5 They may be consciously employed and become automatized
2.2.2 Main features of language learning strategies
The outstanding features of language learning strategies are typically proposed by Oxford (1990: 9) and descriptively cited in Bayou (2015: 14) In which, language learning strategies:
1 Contribute to the main goal of communicative competence In order to develop communicative competence, it is important for learners to develop: knowledge of grammatical rules (grammatical competence), the ability to use the language as appropriate for the particular social context in which the communication takes place (sociolinguistics competence), the ability to interpret messages coherently with the entire text (discourse competence) and the ability to initiate, control, and redirect communication (strategic competence) (Canale & Swain, 1980)
2 Encourage learners for greater self-direction
3 Expand the role of teachers The roles of teachers include identifying students’ learning strategies, conducting training on learning strategies and helping learners become more independent
4 Be problem oriented They are tools used to solve a problem or to accomplish a task
5 Be specific action taken by the learner to enhance their learning
6 Involve many aspects of the learner, not just the cognitive; those dealing with
13 mental processing and manipulation of the new language Rather they include metacognitive functions like planning, evaluation and arriving one’s own learning; emotional, social, and other functions as well
7 Offer direct and indirect support of learning
8 Be observable to some degrees They are not always readily observable For instance, the act of making mental associations, which is memory strategy, cannot be observed However, doing works in cooperation with others can be observed
9 Have some levels of consciousness They usually reflect conscious efforts by learners to take control of their learning
10 Can be taught through strategic training
11 Be flexible; that is, they are not always in the same sequences or certain patterns
12 Be influenced by a variety of factors to be chosen and used by the learner such as motivation, gender, nationality, age, learning style, etc
Language learning strategies are essential for learners, serving as valuable tools that significantly enhance their language competencies and skills By employing these strategies, individuals can effectively improve their language abilities and achieve their learning goals.
2.2.3 Classifications of language learning strategies
In the rich literature, language learning strategies are differently identified and classified by researchers and scholars in the world
Wenden (1991) categorizes learning strategies into two primary groups: cognitive strategies and self-management strategies Cognitive strategies involve the mental processes learners utilize to understand linguistic and sociolinguistic information, while self-management strategies focus on overseeing and regulating the learning process Although Wenden's classification is fundamental and comprehensive, it may not fully encapsulate the complexities of learning strategies.
Rubin (as cited in O’Malley and Chamot, 1990) identifies a framework of learning strategies that is divided into two main categories: strategies that directly influence learning and those that pertain to processes This classification includes several subgroups, highlighting the diverse approaches to enhancing the learning experience.
The article discusses the classification of language learning strategies, distinguishing between direct strategies such as classification, monitoring, memorization, guessing, deductive reasoning, and practice, and indirect strategies like creating practice opportunities and production tricks This clear and systematic classification enables learners to select appropriate strategies based on their specific contexts and needs However, it suggests that the classification could benefit from further detail to enhance its effectiveness.
Grammar learning strategies (GLS)
While definitions of grammar learning strategies are scarce in language learning literature, Oxford's (1990) framework provides a foundation According to Oxford, Rang Lee, and Park (2007: 117), grammar learning strategies are defined as specific actions employed by learners to enhance their understanding and mastery of grammar.
Learners utilize strategies that enhance the ease, effectiveness, efficiency, and enjoyment of language learning and use This definition highlights the importance of both conscious behavioral actions and cognitive processes in grammar learning strategies, making it clear and comprehensive.
Oxford (2017) defines L2 grammar learning strategies as teachable and dynamic cognitive processes that learners intentionally choose and utilize in particular situations These strategies aim to enhance self-regulated and autonomous development of L2 grammar, ultimately leading to improved task performance and sustained efficiency over time.
The definition of GLS effectively emphasizes its key features, making it a valuable resource for guiding future research in this field (Pawlak, 2018) Additionally, Cohen and Pinilla-Herrera (2010) contribute to this understanding by providing further insights.
Grammar learning strategies (GLS) refer to the intentional thoughts and actions students use to enhance their understanding and application of grammar structures Mastering grammar goes beyond memorizing rules; it also requires developing the skill to accurately and appropriately apply these structures in various contexts.
With regard to the features of grammar learning strategies, Griffiths (2008) briefly introduces distinctive characteristics which Pawlak (2009: 44-45) emphasizes as below:
They are what learners do, which indicates an active approach
Their application is at least partly conscious
They are optional means learners choose
Their use entails goal-oriented, purposeful activity
They are applied to regulate and control the process of learning
Their use is intended to facilitate the process of learning
Grammar learning strategies play a crucial role in normalizing, controlling, and facilitating the language acquisition process, significantly impacting the effectiveness of learning a target language.
Factors influencing English grammar learning
Despite the lack of an officially proposed comprehensive classification system for grammar learning strategies (GLS), researchers often rely on existing language learning strategy taxonomies for analysis Notably, O’Malley and Chamot’s and Oxford’s systems are frequently referenced as key frameworks This study adopts Oxford’s language learning strategy system as its theoretical foundation, reflecting the current trends in GLS research.
2.4 Factors influencing English grammar learning
Learning styles, akin to language learning strategies, have been extensively studied and defined in various ways According to Honey and Mumford (1992), a learning style encompasses the attitudes and behaviors that shape an individual's preferred learning approach James and Gardner (1995) emphasize that learning style refers to the complex ways and conditions under which learners most effectively perceive, process, store, and recall information Felder (1996) further defines learning styles as the characteristic strengths and preferences that influence how learners absorb and process information These definitions highlight that learning styles are closely tied to the preferred methods learners use in language acquisition, which can be affected by factors such as attitudes, behaviors, motivation, and contextual situations.
According to Oxford (2001: 359), learning styles refer to the general methods that students employ when acquiring a new language or studying any subject In particular, language learning styles are closely linked to language learning strategies and significantly influence perceptual learning preferences, including visual, auditory, and kinesthetic learning.
Every learner has unique preferences for their learning styles, which can be categorized into visual, auditory, kinesthetic, and tactile modalities Visual learners often benefit from listing and grouping strategies, while auditory learners excel through listening to lectures and audio materials Kinesthetic learners thrive on physical involvement and movement, whereas tactile learners prefer hands-on activities, such as practical experiments or model setups Understanding these learning styles is crucial, as they directly influence the strategies learners choose to effectively tackle specific tasks Therefore, selecting appropriate learning strategies is essential for successful language acquisition.
Motivation plays a crucial role in English language learning, significantly impacting students' ability to succeed According to Harmer (1998), motivation acts as an internal drive that compels individuals to take action The level of motivation that students bring to the classroom is the most significant factor influencing their overall success in learning.
Motivation is defined as the extent to which individuals exert effort to achieve goals they find meaningful and worthwhile (Johnson and Johnson, 2003) This drive significantly inspires language learners, fostering their commitment to reaching their objectives Harmer (1985) categorizes motivation into two primary types: intrinsic motivation, which comes from within the individual, and extrinsic motivation, which is influenced by external factors.
Intrinsic motivation is driven by a learner's internal desire and is closely tied to classroom activities When learners find enjoyment and significance in participating in these tasks, it enhances their overall experience Factors such as the classroom environment, teaching methods, and the personalities of teachers and peers significantly influence this motivation For instance, in an English grammar lesson, engaging teaching methods combined with a humorous, supportive, and friendly atmosphere can encourage learners to attend class willingly, even when faced with challenging material.
25 grammar structures or abstract vocabulary Besides, language learners’ success and failure are also said to have great impacts on their intrinsic motivation
Extrinsic motivation plays a crucial role in language learning, driven by external factors that encourage learners to achieve their goals It is divided into two types: integrative and instrumental motivation Integrative learners are drawn to the English language culture and community, seeking opportunities to immerse themselves and emulate its members, which fuels their motivation to overcome learning challenges On the other hand, instrumental learners are motivated by the desire for career advancement, social status, or better job prospects, viewing English as a valuable tool for enhancing their communication skills and achieving significant professional growth Ultimately, the beliefs and aspirations of English learners, whether integrative or instrumental, serve as powerful motivators, helping them navigate the complexities of English grammar and language structures.
English language learners possess diverse motivations stemming from various reasons and goals It is essential for English teachers to recognize and comprehend these motivations in order to adapt and refine their teaching methods accordingly.
Learning context is a crucial factor in the English learning process, encompassing the circumstances relevant to acquiring knowledge (Figueiredo, 2005) Entwistle and Ramsden (1983) define learning context as students' perceptions of their courses and the associated teaching and learning requirements This aligns with Govender's (2009) definition, which highlights that learning context includes lectures, students' study processes, teaching experiences, and assessments.
Learning context refers to the environment in which knowledge is acquired, significantly influencing both the learning process and the material being taught It encompasses various factors that can affect comprehension and retention, highlighting the importance of situational elements in education Understanding the learning context is crucial for optimizing teaching strategies and enhancing student outcomes.
The learning environment significantly influences the strategies learners use, highlighting the importance for English teachers to create supportive spaces that encourage questioning, information-seeking, risk-taking, and learning from mistakes The choice of effective learning strategies is often shaped by the social context; for example, English learners in communities with many speakers of the target language tend to utilize social strategies, while those in less immersive environments adopt different approaches to meet their learning needs.
Previous studies on English grammar learning strategies
In recent years, studies on English grammar learning strategies and relevant aspects have already been conducted by many researchers in the world
A study by Gürata (2008) in Turkey explored the learning strategies employed by Turkish EFL learners for mastering grammar structures It examined how variables such as gender, proficiency level, and grammar test performance influenced the use of these strategies.
A study involving 176 students across pre-intermediate, intermediate, and upper-intermediate proficiency levels utilized a 35-item questionnaire to examine grammar learning strategies The results revealed significant differences in the use of learning strategies based on proficiency levels and gender, with upper-intermediate students employing fewer strategies compared to their pre-intermediate counterparts Ultimately, the study concluded that the effective use of grammar learning strategies enhances learners' grammar achievement.
Besides, Sarıỗoban (2010) conducted a research to identify the strategies employed by Turkish EFL learners in learning English grammar The researcher administered a grammar learning strategy questionnaire to 100 students at a
A study involving 27 preparatory school students at the university level explored the grammar learning strategies they employed Utilizing a questionnaire based on O’Malley and Chamot's (1990) taxonomy, the strategies were classified into cognitive, meta-cognitive, and social-affective categories Findings indicated that participants predominantly relied on cognitive strategies, yet highlighted the necessity of incorporating socio-affective strategies for more effective English grammar learning.
Bayou (2015) conducted a survey to investigate the differences in English grammar learning strategies between male and female students at Medhanealem Preparatory School, focusing on a sample of grade eleven students The research aimed to analyze how each gender approaches grammar learning, highlighting distinct strategies utilized in their educational experiences.
A study involving 264 participants (117 males and 147 females) utilized a modified version of Oxford’s (1990) Strategy Inventory for Language Learning (SILL), comprising 35 items focused on grammar learning strategies The findings indicated that compensation strategies were the most preferred among students, while affective strategies ranked lowest on their preference scale Notably, there were gender differences in strategy preferences: male students least frequently employed affective strategies, whereas female students showed minimal use of metacognitive strategies Overall, both genders favored compensation strategies the most.
Al Abri et al (2017) conducted a study to explore the grammar learning strategies employed by Omani grade ten students and how these strategies vary among different proficiency levels The researchers distributed a frequency-based questionnaire to 170 students in Al Dhakeleya Governorate, comprising thirty-eight items that assessed cognitive, metacognitive, and socio-affective strategies The findings revealed that Omani tenth graders utilized all three types of learning strategies to varying degrees.
A study revealed that metacognitive strategies were utilized more often than cognitive and socio-affective strategies in learning English grammar Additionally, it was found that proficient students employed metacognitive strategies more frequently than their less proficient counterparts.
Numerous studies have examined the use of English grammar learning strategies, focusing on factors such as gender, language achievements, and learners' proficiency levels globally Most researchers utilized a learning strategy questionnaire adapted from the learning strategy taxonomy developed by O'Malley and Chamot (1990) or Oxford.
The present study builds on previous research from 1990 that examined grammar learning strategies across various contexts, revealing differing and sometimes contradictory findings This investigation aims to provide clearer evidence specifically within the Vietnamese context.
Summary
This chapter provides a concise overview of key literature on grammar, language learning strategies, and related concepts It begins by defining grammar, exploring its significance and role in language acquisition The discussion then shifts to language learning strategies, detailing their definitions, primary characteristics, and various classification systems Subsequent sections examine grammar learning strategies and identify major factors that affect learners' understanding of English grammar Finally, the chapter summarizes previous research on the use of grammar learning strategies and their implications This literature review establishes the theoretical framework for the current study, which will be explored in greater detail in the following chapters.
METHODOLOGY
Setting of the study and participants
This study was conducted at a secondary school in a rural area of Hai Duong province, where most students come from farming families with limited access to foreign language education The school comprises eight classes with over 300 students across grades 6 to 9, but it faces challenges due to insufficient physical resources Facilities include only three cassette players, four loudspeakers, and two projector rooms equipped with computers and internet access, yet there is no dedicated language lab for English instruction Additionally, the library lacks a diverse and updated collection of English reference materials, newspapers, and magazines In classrooms, there are no computers with fixed internet access, prompting English teachers to rely on their personal laptops and teaching aids or utilize the projector rooms for lessons.
The English teaching staff consists of two experienced female teachers, aged 39 to 41, who hold degrees from Hai Duong Teachers Training College With 17 to 19 years of teaching experience at secondary schools, both educators possess a B2 proficiency level in English, as defined by the Common European Framework of Reference for Languages.
English is a mandatory subject in the school curriculum, alongside Maths and Literature, and is essential for students to pass their important examinations However, only a small number of students demonstrate genuine motivation and interest in learning English and pursuing related careers.
In the future, students will have three English classes each week, with each session lasting forty-five minutes They will use the Ministry of Education and Training-approved course book, Tiếng Anh 8 (new edition), introduced in 2016 This book is designed to enhance students' communicative competence by focusing on English pronunciation, vocabulary, and grammar through the development of listening, speaking, reading, and writing skills.
During the school year, students undertake two mid-term and two final written tests, each consisting of three or four main sections with tasks like listening exercises, multiple-choice questions, sentence completion, and reading comprehension English grammar plays a crucial role in these assessments, featuring a range of formats from multiple-choice to sentence rewriting Despite teachers' dedicated efforts in instruction and support, students' performance in English tests remains below expectations.
This study involved 50 randomly selected eighth-grade students from two classes, 8A and 8B, at a secondary school in Hai Duong province Class 8A comprises 38 students, while class 8B includes the remaining participants, ensuring a balanced representation from both classes.
The study involved 36 students, comprising 20 boys and 30 girls aged 14 and 15, all of whom were taught by two Vietnamese English teachers following the same school curriculum Most participants had been learning English since grade 4, with their proficiency levels generally assessed at A1 according to the Common European Framework of Reference for Languages.
The investigation conducted during the second term of the 2019-2020 academic year ensured participant anonymity for the survey and interviews, promoting honest and accurate responses.
Data collection instruments
In the field of language learning strategy research, a variety of data collection instruments have been developed, including interviews, journals, think-aloud studies, observations, and questionnaires (Richards, 1988: 11) Researchers must carefully consider these tools to select the most appropriate and effective ones for their investigations.
Language learning strategies can be both conscious and unconscious, making it challenging for learners to identify their own learning behaviors (Richards, 1988) Consequently, using think-aloud studies may not effectively capture learners' thoughts and actions Additionally, Naiman et al (1976) highlight that strict observation in language learning classrooms fails to uncover the actual learning strategies or techniques employed by students.
Observing and reflecting on the learning strategies employed by students in classrooms can be challenging, making classroom observation an ineffective method for data collection Consequently, the researcher opted to utilize questionnaires and interviews as the primary tools for gathering data in this study.
Questionnaires are a widely used survey technique in quantitative research, serving as a structured list of questions or statements designed for participants to respond to According to Dornyei (2003), their popularity stems from their ease of construction, versatility, and ability to quickly gather large amounts of information in a processable format By utilizing questionnaires, researchers can efficiently collect valuable data on respondents' facts, behaviors, and attitudes in a relatively short timeframe, making them one of the most effective methods for data collection.
32 assess frequency of language learning strategy use (Oxford, 1996: 28) The participants have enough time to read the comprehensive and detailed statements and then give their own well thought responses
After a thorough literature review, the researcher opted to create a five-point frequency scale questionnaire as the primary data collection tool for the study The adapted instruments included Oxford’s (1990) ESL/EFL Strategy Inventory for Language Learners (SILL) and Bayou’s (2015) Students’ Grammar Learning Strategies Questionnaire The SILL has proven effective in various studies examining the frequency of language learning strategy use and its correlation with factors like gender, proficiency level, and culture across diverse learning contexts Consequently, the researcher modified these questionnaires to develop a Grammar Learning Strategy Questionnaire (GLSQ) tailored for the investigation.
The questionnaire (refer to Appendix 1) was divided into two sections: the first section gathered participants' demographic information, including age, gender, and years of English study The second section featured 34 statements categorized into six language learning strategy groups as proposed by Oxford (1990) Group A contained 7 statements on memory strategies, Group B included 8 cognitive strategies, Group C had 2 compensation strategies, Group D featured 8 metacognitive strategies, Group E comprised 5 affective strategies, and Group F included 4 social strategies Participants responded to each statement using a 5-point Likert Scale, where 1 indicated "never or almost never true of me" and 5 indicated "always or almost always true of me." Additionally, each strategy group included an ancillary question to explore other strategies used by respondents in learning English grammar The questionnaire was initially created in English and subsequently translated.
To facilitate understanding among participants, the researcher included an appendix (see Appendix 2) that offers clear definitions and detailed explanations of English grammar learning strategies, along with fundamental strategy groups in Vietnamese for easy reference Participants were allocated approximately thirty minutes to read and complete the questionnaire.
Before its distribution, the English grammar learning strategy questionnaire was piloted with eight grade 8 students in a secondary school The pilot test aimed to identify any issues with the statements and to ensure that participants could comprehend and respond within the expected timeframe The selected students matched the proficiency levels of the target participants, indicating that if they fully understood and completed the questionnaire, the other students at the same level would likely do so as well.
In addition to the questionnaire, interviews were utilized as a key method for data collection in this study Interviews can serve as the primary research tool or as a supplementary means to validate data obtained from other sources Furthermore, Nunan (1992) identifies several additional purposes for conducting interviews.
This study effectively utilizes interviews to explore the specific circumstances and reasons behind grade 8 students' use of English grammar learning strategies, as well as their perceptions of strategy instruction in the classroom To achieve this, five interview questions were carefully crafted in Vietnamese (refer to Appendix 3) to gain deeper insights into the students' experiences and opinions.
What is more, the researcher made a plan to invite randomly twenty five
34 students from the questionnaire respondents in both classes 8A and 8B for the informal interviews These students had different English grammar abilities, including high, low and medium levels
Prior to collecting data at a secondary school in Hai Duong province, the researcher obtained permission from the principal and teachers The data collection took place one week after a pilot study, with all participants gathered in a well-organized classroom The researcher expressed gratitude for the students' participation and outlined the study's purpose, task requirements, and questionnaire completion instructions It was emphasized that the survey results would solely be used for this study and would not impact the respondents' assessments or current English learning outcomes The researcher also conveyed hopes that the findings would be beneficial and meaningful for future learners in the area.
The researcher distributed questionnaires to participants, providing appendices for clarity and encouraging them to read each item carefully before responding honestly Participants were invited to seek clarification on any confusing aspects, ensuring their answers were as accurate and truthful as possible.
After the respondents completed the questionnaires, the researcher collected the data for subsequent analysis, which took approximately thirty minutes to gather.
Ten days after administering the questionnaires in class, the researcher organized informal interviews with twenty-five randomly selected students from the respondents To accommodate the summer holiday schedule, the interviews were held at the researcher’s home.
The researcher conducted interviews with 35 participants over two sessions, consisting of twelve interviewees in the morning and thirteen in the afternoon Each participant was asked five pre-prepared questions in Vietnamese, allowing them to respond comfortably within approximately five minutes To ensure clarity and ease of understanding, the interviews were conducted in Vietnamese and meticulously recorded using a mobile phone The recordings were later transferred to a laptop for transcription and analysis During the transcription process, the researcher translated the interviewees' responses into English, focusing on key words and essential information to ensure accurate translation.
Data analysis
To address the research questions effectively, the collected data underwent both quantitative and qualitative analysis, followed by a comprehensive evaluation This analytical process can be represented through a structured framework.
EGLS use (6 groups) Frequency of using
The reasons for the most
The most used groups The least used groups
The responses from fifty participants were synthesized and analyzed using Microsoft Office programs and SPSS software version 20 The data was organized into six Excel sheets, each representing responses to different groups of strategies Subsequently, the researcher utilized SPSS software version 20 to process and present the findings.
The study assessed the frequency of English grammar learning strategies employed by participants, represented through average scores for each group These scores were visually depicted in a pie chart The analysis was based on five scales proposed by Oxford (1990), which categorized usage into three levels: "always used" (scores of 5.0 – 4.5), "usually used" (scores of 4.4 – 3.5), and "sometimes used."
(3.4 – 2.5), generally not used (2.4 – 1.5) and never used (1.4 – 0.0) Besides,
Oxford also worked out three scales for showing the degrees of learning strategy use, including high use (5.0 – 3.5), medium use (3.4 – 2.5) and low use (2.4 – 0.0)
The article presents a comparison of the frequency with which various learning strategy groups are utilized, detailing the ratings for each group and illustrating the results with a pie chart that displays the corresponding percentages.
In a study involving twenty-five students, interview responses were recorded and transcribed to analyze the varying frequencies of English grammar learning strategies among grade 8 students Content analysis revealed that students frequently employed social strategies, which facilitated error recognition and fostered a comfortable learning environment for acquiring valuable knowledge from peers Additionally, these strategies enhanced students' comprehension of grammar lessons, indicating a strong preference for strategy teaching in the classroom.
In sum, chapter three has concretely described and presented some important matters relating to the methodology of conducting this exploratory
This article outlines the research framework, including the study's setting and participants, as well as detailing the two data collection instruments: the questionnaire and the interview It also describes the procedures for data collection and analysis A comprehensive synthesis and analysis of the collected data will be provided in the following chapter.