AN EXPLORATORY STUDY OF LEARNING STRATEGIES DIFFERENCES BETWEEN ENGLISH MAJORS AND NON-ENGLISH MAJORS

DOI: 10.18173/2354-1075.2023-0058

Tóm tắt

This study aims to explore the language learning strategies employed by undergraduate students at a university in Vietnam and the varied use of language learning strategies among English major and non-English major students. The Strategy Inventory for Language Learning (SILL) was used to collect data from 296 English-majored students and 1450 non-English- majored students. The data was analyzed using SPSS version 22.0 and the findings showed that students whose main field of study is English use learning strategies more frequently than the ones who study other sciences. Both groups of students apply direct strategies including memory, cognitive, and compensation at a higher rate than indirect strategies of metacognitive, affective, and social. For English learning enhancement, students should be made to increase their consciousness as well as awareness about learning strategies and teachers should manipulate learning activities that fit the strategies so that better efficiency and outcomes would be achieved.