4.2. Research question 2
4.2.1. Language Learning Strategies
The result from Strategy Inventory for Language Learning (SILL) is shown as following:
TABLE 3: The results of Memory strategy on SILL of participants (Full score is 5)
Part A Huyen Van
1. I think of relationships between what I already know and new things I learn in the SL.
3 4
2. I use new SL words in a sentence so I can remember them. 2 5 3. I connect the sound of a new SL word and an image or picture of
the word to help me remember the word.
1 5
4. I remember a new SL word by making a mental picture of a situation in which the word might be used.
2 4
5. I use rhymes to remember new SL words. 3 4
6. I use flashcards to remember new SL words. 2 3
7. I physically act out new SL words. 1 2
8. I review SL lessons often. 2 4
9. I remember new SL words or phrases by remembering their location on the page, on the board, or on a street sign.
1 5
This memory strategy includes 9 sub-strategies as shown in Table 3. Those statements represent very important strategies for vocabulary learning particularly within the Communicative Language Teaching approach. According to data shown above the employment of this strategy by two students is awfully different; on an average, V a n mostly uses this type of strategies more often with more variables than Huyen. In addition, Van tends to remember vocabulary in specific contexts. In particular, the way of learning new English words by using pictures or images; putting new words in sentences;
and remembering new English words or phrases by remembering their location on the page, on the board, or on a street sign of Van, the successful language learner is remarkable while Huyen never or almost never do like that. Both of them never or almost never physically act out new English words.
Table 4: The results of Cognitive Strategy on SILL of participants (Full score is 5)
Part B Huyen Van
1. I say or write new SL words several times. 4 4
2. I try to talk like native SL speakers. 1 3
3. I practice the sounds of SL. 2 5
4. I use the SL words I know in different ways. 3 4
5. I start conversations in the SL. 2 5
6. I watch SL language TV shows spoken in SL or go to movies spoken in SL.
1 5
7. I read for pleasure in the SL. 1 5
8. I write notes, messages, letters, or reports in the SL. 1 5 9. I first skim an SL passage (read over the passage quickly) then
go back and read carefully.
3 4
10. I look for words in my own language that are similar to new words in the SL.
3 2
11. I try to find patterns in the SL. 2 4
12. I find the meaning of an SL word by dividing it into parts that I understand.
3 4
13. I try not to translate word for word. 1 4
14. I make summaries of information that I hear or read in the SL. 3 4
Average 2.14 4.14
This cognitive strategy includes 14 sub-strategies as shown in Table 4. The use of this type of strategies of Huyen and Van is extremely different and Van mostly uses these types of strategies more than Huyen. The successful language learner generally use each
statement at high level. She highly report that her strategies on watching English language TV shows and programs; reading English newspapers, English magazines, English books for pleasure; and writing notes, letters or reports in English. She can use information received from TV shows or programs that she watched or newspapers, books that she read to write reports, notes or diary. It is good way to improve reading and listening comprehension and make writing skill better. Huyen, the unsuccessful foreign language learner, does not use those strategies. Meanwhile Van tries to understand a word in context and sentence, Huyen usually looks for words in Vietnamese that similar to new words in English and tries to translate words for words. However, Van and Huyen share a common point, they say and write new English words in several times to learn vocabulary.
Table 5: The results of Compensation Strategy on SILL of participants (Full score is 5)
Part C Huyen Van
1. To understand unfamiliar SL words, I make guesses. 2 5 2. When I can't think of a word during a conversation in the SL, I
use gestures.
4 4
3. I make up new words if I do not know the right ones in the SL. 2 3
4. I read SL without looking up every new word. 1 4
5. I try to guess what the other person will say next in the SL. 2 5 6. If I can't think of an SL word, I use a word or phrase that means
the same thing.
3 4
Average 2.33 4.17
This compensation strategy includes 6 sub-strategies as shown in Table 5. As shown in the above table, Van takes advantages of the types of strategies more than Huyen and the difference is remarkable. When Huyen reads English texts, she does not guess the meaning of new words, almost always looks up them in dictionary or she rarely guess what the other person will say next in English. Van has an opposite point of view. She uses making guesses in order to understand unfamiliar English words and tries to guess the other person will say next in English. Both of them usually use gestures when they cannot think of a word during a conversation.
Table 6: The results of Metacognitive Strategy on SILL of participants (Full score is 5)
Part D Huyen Van
1. I try to find as many ways as I can to use my SL. 3 5 2. I notice my SL mistakes and use that information to help me
do better.
3 4
3. I pay attention when someone is speaking SL. 1 3
5. I plan my schedule so I will have enough time to study SL. 3 4
6. I look for people I can talk to in SL. 4 4
7. I look for opportunities to read as much as possible in SL. ` 3 5 8. I have clear goals for improving my SL skills. 2 4
9. I think about my progress in learning SL. 3 5
2.89 4.22 This metacognitive strategy includes 9 sub-strategies as shown in Table 6. Beside some differences in metacognitive strategies, Van and Huyen share two same points. They usually try to find out how to be a better learner of English and look for people can talk to in English to become better English learner. However, Huyen does not pay attention when someone is speaking English and is not clear about goals for improving her English skills.
Meanwhile, Van mostly tries to find as many ways as she can to use English and looks for opportunities to read as much as possible in English. Furthermore, she always thinks about her progress in learning English and learns from her mistakes, which helps her English ability better.
Table 7: The results of Affective Strategy on SILL of participants (Full score is 5)
Part E Huyen Van
1. I try to relax whenever I feel afraid of using SL. 2 3 2. I encourage myself to speak SL even when I am afraid of
making a mistake.
3 5
3. I give myself a reward or treat when I do well in SL. 3 5 4. I notice if I am tense or nervous when I am studying or
using SL.
3 3
5. I write down my feelings in a language learning dairy. 2 2 6. I talk to someone else about how I feel when I am learning
SL.
4 4
2.83 3.67 This affective strategy includes 6 sub-strategies as shown in Table 7. Their uses of these strategies are quite close. They somewhat notice if they are tense or nervous when studying English, and usually talk to someone else about how they feel when they are learning English the most, but normally do not write down her feelings in a language learning diary. However, Huyen is usually afraid of make mistakes when speaking English.
Van mostly encourages herself to speak English even when she makes mistakes and when doing well in English, she gives herself a reward to foster herself.
Table 8: The results of Social Strategy on SILL of participants (Full score is 5)
This social strategy includes 6 sub-strategies as shown in Table 8. Two participants use this strategy differently. Van uses these types of strategies much more than Huyen. Both of them usually ask others for help when having troubles in learning English. They share the idea that learners should usually ask English speakers to correct their mistakes. Van usually uses all the rest of social strategies. In opposite opinion, Huyen rarely cares about practicing English with other students, asking question in English or asking for help from English speakers or learning about the culture of English speakers.
Table 9: The result on SILL of participants
No. Strategy on SILL Huyen Van
1 Memory Strategy (remembering more effectively) 1.89 4 2 Cognitive Strategy (using all your mental process) 2.14 4.14 3 Compensation Strategy (compensating for missing
knowledge)
2.33 4.17
4 Metacognitive Strategy (organizing and evaluating your learning)
2.89 4.22
5 Affective Strategy (managing your emotions) 2.83 3.67
6 Social Strategy (learning with others 2.67 4
Average 2.46 4.03
Table 9 shows the participants’ score on the strategies used. The table indicates that the average use of language learning strategies of Van, the successful foreign language learner, and Huyen, the unsuccessful one is 4.03, and 2.46 respectively. This outcome is consistent with previous studies in that more proficient language learners use more language learning strategies in language learning (O’Malley & Chamot, 1990).
Part F Huyen Van
1. If I do not understand something in SL, I ask the other person to slow down or say it again.
4 4
2. I ask SL speakers to correct me when I talk. 4 4
3. I practice SL with other students. 2 4
4. I ask for help from SL speakers. 2 4
5. I ask questions in SL. 2 4
6. I try to learn about the culture of SL speakers. 2 4
2.67 4
As can be seen from the table, Van usually uses almost the following strategies:
metacognitive strategy, compensation strategy, cognitive strategy, memory strategy and social strategy at level 4 or slightly higher level and she use affective strategy the least at 3.67. She uses metacognitive strategy the most at 4.22, which implies that she is able to
“plan” for effective learning, “select” proper strategies for the task, “monitor” her learning process, “orchestrate various strategies” for the target task and finally she would
“evaluate” the process and her strategy use of her language learning (Anderson, 2008).
Metacognitive knowledge relates closely with enhancement in academic performance, and by using this strategy, Van can not only do better in school but further advance her English proficiency. It should also be noted that the successful learner also reported high use of compensation and cognitive strategies. It suggests that she not only knows how to choose proper strategies for the task (metacognitive strategy) but she knows what she should do to improve her English sub-skills (cognitive strategies). In addition, the high use of compensation knowledge implies that she has bigger polls of lexis which can help her guess intelligently in reading and listening and convey their intended meaning in speaking and writing.
Regarding Huyen, she also employs the learning strategies but not frequently. She employs memory strategy the least at 1.89 and sometimes applies metacognitive strategy, affective strategy and social strategy. Rarely using learning strategies makes Huyen more difficult in planning for effective learning.