The Correlation of Non-English Majors’ Use of Resource Management Strategies with Their Academic Achievement
Main Article Content
Abstract
It is undeniable that self-regulated learning strategies are a pivotal key to 21st century language education in which learners are provided with freedom to take control over their own learning. Of the types of self-regulated learning strategies, resource management strategies are likely to be underestimated in practice despite the fact that these strategies are believed to assist EFL learners to modify the environment for achieving their learning goals. The study aimed to investigate resource management strategies employed by tertiary non-English majors and to explore the relationship between the students’ use of resource management strategies and their academic achievement. The quantitative research was conducted with the employment of a closed-ended questionnaire which was administered to 117 students taking the TOEIC course. The results indicated that the research participants frequently employed resource management strategies in their English language learning. More importantly, it was found that the more frequently the students used resource management strategies, the higher academic achievement they gained. Such employment of resource management strategies in a Vietnamese EFL context serves as a reference in other similar EFL contexts.
Keywords:
Academic achievement; correlation; non-English major; resource management strategies, self-regulated learning.
References
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[3] T.Y. Hsiao, R. Oxford, Comparing theories of language learning strategies: A confirmatory factor analysis, The Modern Language Journal 86 (2002) 368-383.
[4] P.R. Pintrich, A motivational science perspective on the role of student motivation in learning and teaching contexts, Journal of Educational Psychology 95 (2003) 667-686.
[5] B.J. Zimmerman, A. Kitsantas, The hidden dimension of personal competence: Self-regulated learning and practice, In A.J. Elliot, C.S. Dweck (Eds.), Handbook of competence and motivation, New York: Guilford Publications, 2005, pp. 509-526.
[6] L. Corno, The metacognitive control components of self-regulated learning, Contemporary Educational Psychology 11 (1986) 333-346.
[7] B.J. Zimmerman, M. Martinez-Pons, Development of a structured interview
for assessing student use of self-regulated learning strategies, AmericanjEducational Research Journal 23 (1986) 614-628.
[8] D.H. Schunk, B.J. Zimmerman, Self-regulation of learning and performance: Issues and educational, Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.
[9] P. R. Pintrich, The role of goal orientation in self-regulated learning, In M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.), Handbook of self-regulation, 2000, pp. 451-502. https://doi.org/10.1016/B978-012109890-2/50043-3.
[10] R.L. Oxford, Language learning strategies: What every teacher should know, New York: Newbury House, 1990.
[11] B.J. Zimmerman, Achieving academic excellence: A self-regulatory perspective, In M. Ferrari (Ed.), The pursuit of excellence through education, Mahway, NJ: Lawrence Erlbaum Associates, 2002, pp. 85-110.
[12] B.J. Zimmerman, Self-regulated learning and academic achievement: An overview. Educational Psychologist 25(1) (1990) 3-17.
[13] M. Boekaerts, Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students, Learning and Instruction 7(2) (1997) 161-186.
[14] R. Brown, M. Pressley, Self-regulated reading and getting meaning from text: The Transactional Strategies Instruction model and its ongoing validation, In D.H. Schunk, B.J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications, Hillsdale, NJ: Erlbaum, 1994, pp. 155-180.
[15] P.R. Pintrich, E.V. De Groot, Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology 82(1) (1990) 33-40.
[16] P.R. Pintrich, D.A.F. Smith, T. Garcia, W.J. McKeachie, A Manual for the Use of the Motivated Strategies for Learning Questionnaire, USA: The Regents of the University of Michigan, 1991.
[17] R.S. Newman, What do I need to do to succeed… when I don’t understand what I am doing? Developmental influences on students’ adaptive help-seeking, In A. Wigfield, J.S. Eccles (Eds.), Development of achievement motivation, San Diego, CA: Academic Press, 2002, pp. 285-306.
[18] H.D. Brown, Strategies for success, New York: Addison Wesley Longman, Inc., 2002.
[19] J.M. Green, R. Oxford, A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly 29 (1995) 261-297.
[20] J.M. O'Malley, A.U. Chamot, G. Stewner‐Manzanares, L. Kupper, R.P. Russo, Learning strategies used by beginning and intermediate ESL students, Language Learning 35(1) (1985) 21-46.
[21] W. Tseng, Z. Dornyei, N. Schmitt, A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition, Applied Linguistics 27(1) (2006) 78-102.
[22] R.L. Oxford, Language learning styles and strategies: An overview, Learning Styles & Strategies, 2003.
https://web.ntpu.edu.tw/~language/workshop/read2.pdf.
[23] M. Ehrman, R. Oxford, Effects of sex differences, career choice, and psy-chological type on adult language learning strategies, Modern Language Journal 73 (1989) 1-13.
[24] M.O. Ahmed, Vocabulary learning strategies, In M. Paul (Ed), Beyond Words, London: CILT, 1989, pp. 3-14.
[25] B. Zhang, C. Li, Classification of L2 vocabulary learning strategies: Evidence from exploratory and confirmatory factor analyses, RELC Journal 42(2) (2011) 141-154.
[26] P. Pokay, P.C. Blumenfeld, Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology 82(1) (1990) 41-50.
[27] A.N. Oppenheim, Questionnaire design, interviewing and attitude measurement, New York: Cassell, 1999.
[28] R.B. Radhakrishna, Tips for developing and testing questionnaires/instruments, Journal of Extension, 45(1) 2007. https://www.joe.org/joe/2007february/tt2.php.
[29] H.W. Seliger, E. Shohamy, Second language research methods, New York: Oxford University Press, 1997.
[30] T.Q. Thao, D.M. Tham, The Attitudes towards English language learning and use of self-regulated learning strategies among college Non-English majors, International journal of scientific and research publication 3(7) (2013) 1-8.
[31] A. Bandura, Social foundations of thought and action: A socialcognitive theory, Englewood Cliffs, NJ: Prentice-Hall, 1986.
[32] B.J. Zimmerman, Social learning theory: A contextualist account of cognitive functioning, In C.J. Brainerd (Ed.), Recentadvances in cognitive developmental theory, New York: Springer, 1983, pp. 1-49.
[33] A.M. Kosnin, Self-regulated learning and academic achievement in Malaysian undergraduates, International Education Journal 8(1) (2007) 221-228.
[34] C. Ozan, K. Gundogdu, E. Bay, H.Y. Celkan, A study on the university students’ self-regulated learning strategies skills and self-efficacy perceptions in terms of different variables, Procedia - Social and Behaviorial Sciences 4 (2012) 1806-1811.
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