First-year English Majors’ Use of Autonomous Learning Strategies
Main Article Content
Abstract
This study aimed at investigating the frequency of autonomous learning strategies used by 173 English majors at a Ho Chi Minh City-based university. The quantitative data collected from the closed-ended questionnaire were statistically analyzed by means of SPSS 20. The results showed that there were insignificant differences in terms of frequency among three groups, namely cognitive, metacognitive, and resourse management strategies. Statistically, the resource management strategies group achieved the highest mean score (M=3.31; SD=0.59), followed by the cognitive strategies (M=3.29; SD=0.71) and the metacognitive strategies (M=3.27; SD=0.60). Turning to the details, however, the use of strategies in each group varied in degree. As for the resource management strategies, in particular, the strategies concerning learning environment management, internet-based indendendent learning, and peer learning were preferred to the strategies of teacher support and time management, whereas the participants tended to use more rehearsal and elaboration strategies than organization ones in the cognitive strategies and more critical thinking and monitoring strategies than goal setting ones in the metacognitive strategies.
Keywords:
Autonomous learning strategies, cognition, metacognition, resource management
References
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[30] P. Voller, Does the teacher have a role in autonomous language learning? Autonomy and independence in language learning, Longman, London, 1997, pp. 98-113.
[2] H.I. Chen, H.H. Pan, Learner autonomy and the use of language learning strategies in a Taiwanese junior high school, Journal of Studies in Education 5(1) (2015) 52-64.
[3] D.H. Schunk, The self-efficacy perspective on achievement behavior, Educational Psychologist. 19 (1984) 199-218.
[4] B.J. Zimmerman, Social learning theory: A contextualist account of cognitive functioning, Recent advances in cognitive developmental theory, Springer, New York, 1983, pp. 1-49.
[5] L.L. Baird, Attempts at Defining Personal Competency, Educational Testing Service, New Jersey, 1983.
[6] M.C. Wang, Development and consequences of students' sense of personal control, Teacher and student perceptions: Implications for learning, Erlbaum, New Jersey, 1983, pp. 213-247.
[7] 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.
[8] A.L. Brown, Metacognition, executive control, self-regulation, and other more mysterious mechanisms, Metacognition, motivation, and understanding, Lawrence Erlbaum Associates, New Jersey, 1987, pp. 65-116.
[9] B.J. Zimmerman, M. Martinez-Pons, Development of a structured interview for assessing student use of self-regulated learning strategies, American Educational Research Journal 23 (1986) 614-628.
[10] 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.
[11] R. Gagne, L. Briggs, W. Wager, Principles of Instructional Design, fourth ed., HBJ College Publishers, Texas, 1992.
[12] M. Pressley, K.R. Harris, M.B. Marks, But good strategy instructors are constructivists! Educational Psychology Review, 1992.
[13] Z. Akyol, D.R. Garrison, Assessing metacognition in an online community of inquiry, The Internet and Higher Education 14(3) (2011) 183-190.
[14] T.Q. Tran, T.M. Duong, The attitudes towards English language learning and use of self-regulated learning strategies aong college non-English majors, International Journal of Scientific and Research Publications 3(7) (2013) 333-340.
[15] T.H. Nguyen. A survey on non-English majors’ self-regulated learning strategies at Information Tecnology College, HUTECH University, Ho Chi Minh City, 2018.
[16] H.W. Seliger, E. Shohamy, Second Language Research Methods. Oxford University Press, New York, 1997.
[17] M. Seker, Scenario-based instruction design as a tool to promote self-regulated language learning strategies, Sage 6(4) (2016) 1-11.
[18] C.E. Weinstein, J. Husman, D.R. Dierking, Self-regulation interventions with a focus on learning strategies, Handbook of self-regulation, Academic Press, California, 2000, pp. 727-747.
[19] T.M. Duong, T.Q. Tran, T.T.H. Tran, Eleventh graders’ actual use of English listening learning srategies at Duong Van Duong high school, VNU Journal of Foreign Studies 35(1) (2019) 114-130.
[20] T.Q. Tran, T.M. Duong, Insights into listening comprehension problems: A case study in Vietnam, PASAA. 59 (2020) 77-100.
[21] E.A. Locke, G.P. Latham, Self-regulation through goal setting, Organizational Behavior and Human Decision Processes. 50 (1991) 212-247.
[22] L. Dam, R. Eriksson, D. Little, J. Miliander, T. Trebbi, Towards a definition of autonomy, Third Nordic Workshop on Developing Autonomous Learning in the FL Classroom, University of Bergen, Bergen, 1990, pp. 102-103.
[23] D. Little, Language learner autonomy and the European language protfolio: Two L2 English examples, Language Teaching 42(2) (2009) 222-233.
[24] W.P. Rivers, E.M. Golonka, Third language acquisition theory and practice, The handbook of language teaching, Blackwell Publishing, Oxford, 2009, pp. 250-266.
[25] P. Benson, Teaching and Researching Autonomy in Language Learning, Longman, London, 2001.
[26] D. Nunan, Designing and adapting materials to encourage learner autonomy, Autonomy and independence in language learning, Longman, New York, 1997, pp. 192-203.
[27] T.M. Duong, A portfolio-based learner autonomy development model in an EFL writing course, Suranaree University of Technology, Nakhon Ratchasima, 2015.
[28] K.T. Nguyen, T.Q. To. Improving the quality of learner autonomy to meet the credit-based training, Journal of Science of HNUE 54(4) (2009) 52-57 (in Vietnamese).
[29] Q. T. T. Bui, T. M. Duong, Creating an active environment for English majors’ willingness to communicate in English, Journal of Science of Sai Gon University. 59 (2018) 54-61 (in Vietnamese).
[30] P. Voller, Does the teacher have a role in autonomous language learning? Autonomy and independence in language learning, Longman, London, 1997, pp. 98-113.