English Learning Strategies of Economics-majored Students at Banking University of Ho Chi Minh City
Main Article Content
Abstract
The purpose of this research paper is to look into the current situation of using learning strategies and the key factors that influence English learning strategies of tertiary students who major in economics at Banking University of Ho Chi Minh City. On the basis of Oxford’s (1990) theory on language learning strategies, the study conducted a questionnaire survey with the participation of 300 students. The results show that economics-majored students use English learning strategies at a relatively high frequency, with the metacognitive strategies group having the highest frequency; the groups of affective strategies and compensation strategies have the lowest frequency of use. It also draws a conlusion that individual factors such as gender, grade level, and major do not appear to have a significant impact on students' use of English learning strategies. There are no significant differences between male and female students, between students of all grades, and between students of different majors in the frequency of using English learning strategies.
Keywords:
Learning strategies, English, students of economics.
References
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[10] L. H. Vu, An Analysis of English Major Students’ Language Learning Strategies of Japanese as a Second Foreign Language at Banking University Ho Chi Minh City, Journal of Science Hanoi Open University, Issue 5, 2019, pp. 48-55.
[11] L. H. Vu, An Analysis of English Major Students’ Language Learning Strategies of Chinese as a Second Foreign Language, in: Proceedings of the National Linguistics Conference 2019 “Vietnamese Language in the Context of Exchange, Integration and Development”, Dan Tri Publisher, Hanoi, 2019, pp. 1017-1024.
[12] L. H. Vu, Learning Strategies by Vietnamese Chinese Students in Ho Chi Minh City, Ho Chi Minh City University of Education Journal of Science, Vol. 16, Issue 11, 2019, pp. 799-808.
[13] L. H. Vu, Chinese Language Learning Strategies of Chinese Language Students in Vietnam, in: Proceedings of the National Scientific Conference 2020 “Research and Teaching of Languages, Foreign Languages and International Studies in Vietnam”, Vietnam National University Press, Hanoi, 2020, pp. 687-695.
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[15] H. H. Stern, What can We Learn from the Good Language Learner?, The Canadian Modern Language Review, Vol. 31, Issue 4, 1975, pp. 304-319.
[16] J. M. O’ Malley, A. Chamot, Learning Strategies in Second Language Acquisition, Cambridge University Press, Cambridge, 1990.
[17] R. L. Oxford, Language Learning Strategies: What Every Teacher Should Know, Heinle and Heinle Publishers, Boston, 1990.
[18] J. M. Green, R. L. Oxford, A Closer Look at Learning Strategies, L2 Proficiency, and Gender, TESOL Quarterly, Vol. 29, No. 2, 1995, pp. 261-297.
[19] C. Dreyer, R. L. Oxford, Learning Strategies and Other Predictors of ESL Proficiency Among Afrikaans Speakers in South Africa, in: R. L. Oxford (ed.), Language Learning Strategies Around the World: Cross-cultural Perspectives, University of Hawaii, Second Language Teaching and Curriculum Center, Honolulu, 1996, pp. 61-74.
[20] M. Ehrman, R. L. Oxford, Effects of Sex Differences, Career Choice, and Psychological Type on Adult Language Learning Strategies, Modern Language Journal, Vol. 73, No. 1, 1989, pp. 1-13.
[21] E. Macaro, Learning Strategies in Foreign and Second Language Classrooms, Continuum, London, 2001.
E. Macaro, Strategies for Language Learning and for Language use: Revising the Theoretical Framework, Modern Language Journal, Vol. 90, No. 3, 2006, pp. 320-337.
[2] R. L. Oxford, Use of Language Learning Strategies: A Synthesis of Studies with Implications for Strategy Training, System, Vol. 17, Issue 2, 1989, pp. 235-247.
[3] M. Ehrman, R. L. Oxford, Effects of Sex Differences, Career Choice, and Psychological Type on Adult Language Learning Strategies, The Modern Language Journal, Vol. 72, Issue 3, 1988, pp. 253-265.
[4] Y. Gu, Gender, Academic Major, and Vocabulary Learning Strategies of Chinese EFL Learners, RELC Journal, Vol. 33, Issue 1, 2002, pp. 35-54.
[5] M. A. B. E. Dib, Language Learning Strategies in Kuwait: Links to Gender, Language Level, and Culture in a Hybrid Context, Foreign Language Annals, Vol. 37, Issue 1, 2004, pp. 85-95.
[6] H. Kyungsim, A. G. Leavell, Language Learning Strategy use of ESL Students in an Intensive English Learning Context, System, Vol. 34, Issue 3, 2006, pp. 399-415.
[7] N. T. Duc, T. H. Tinh, H. M. Thu, Language Learning Strategies used by Non-English Major Freshman at Can Tho University, Can Tho University Journal of Science, Issue 23b, 2012, pp. 42-49.
[8] N. T. Duc, T. H. Tinh, H. M. Thu, Regional Differences in Language Learning Strategy use of Non-English Major Students at Can Tho University, Can Tho University Journal of Science, Issue 24b, 2012, pp. 77-83.
[9] N. T. Duc, H. M. Thu, T. H. Tinh, The Correlation Between Language Learning Strategy use of English Non-major Freshman and Their Achievements in the Course General English 1, at Can Tho University, Can Tho University Journal of Science, Issue 24b, 2012, pp. 100-107.
[10] L. H. Vu, An Analysis of English Major Students’ Language Learning Strategies of Japanese as a Second Foreign Language at Banking University Ho Chi Minh City, Journal of Science Hanoi Open University, Issue 5, 2019, pp. 48-55.
[11] L. H. Vu, An Analysis of English Major Students’ Language Learning Strategies of Chinese as a Second Foreign Language, in: Proceedings of the National Linguistics Conference 2019 “Vietnamese Language in the Context of Exchange, Integration and Development”, Dan Tri Publisher, Hanoi, 2019, pp. 1017-1024.
[12] L. H. Vu, Learning Strategies by Vietnamese Chinese Students in Ho Chi Minh City, Ho Chi Minh City University of Education Journal of Science, Vol. 16, Issue 11, 2019, pp. 799-808.
[13] L. H. Vu, Chinese Language Learning Strategies of Chinese Language Students in Vietnam, in: Proceedings of the National Scientific Conference 2020 “Research and Teaching of Languages, Foreign Languages and International Studies in Vietnam”, Vietnam National University Press, Hanoi, 2020, pp. 687-695.
[14] J. Rubin, What the Good Language Learner can Teach Us, TESOL Quarterly, Vol. 9, No. 1, 1975, pp. 41-51.
[15] H. H. Stern, What can We Learn from the Good Language Learner?, The Canadian Modern Language Review, Vol. 31, Issue 4, 1975, pp. 304-319.
[16] J. M. O’ Malley, A. Chamot, Learning Strategies in Second Language Acquisition, Cambridge University Press, Cambridge, 1990.
[17] R. L. Oxford, Language Learning Strategies: What Every Teacher Should Know, Heinle and Heinle Publishers, Boston, 1990.
[18] J. M. Green, R. L. Oxford, A Closer Look at Learning Strategies, L2 Proficiency, and Gender, TESOL Quarterly, Vol. 29, No. 2, 1995, pp. 261-297.
[19] C. Dreyer, R. L. Oxford, Learning Strategies and Other Predictors of ESL Proficiency Among Afrikaans Speakers in South Africa, in: R. L. Oxford (ed.), Language Learning Strategies Around the World: Cross-cultural Perspectives, University of Hawaii, Second Language Teaching and Curriculum Center, Honolulu, 1996, pp. 61-74.
[20] M. Ehrman, R. L. Oxford, Effects of Sex Differences, Career Choice, and Psychological Type on Adult Language Learning Strategies, Modern Language Journal, Vol. 73, No. 1, 1989, pp. 1-13.
[21] E. Macaro, Learning Strategies in Foreign and Second Language Classrooms, Continuum, London, 2001.
E. Macaro, Strategies for Language Learning and for Language use: Revising the Theoretical Framework, Modern Language Journal, Vol. 90, No. 3, 2006, pp. 320-337.
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