Oxford's Strategy Inventory for Language Learning: English Learning of Chinese Students in Thai University

Autor/inn/en	Zou, Bijiang; Lertlit, Supinda
Titel	Oxford's Strategy Inventory for Language Learning: English Learning of Chinese Students in Thai University
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 15 (2022) 2, S.705-723 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Learning Strategies; Measures (Individuals); Second Language Learning; English (Second Language); Second Language Instruction; Language Proficiency; Student Attitudes; Undergraduate Students; Asians; Metacognition; Cognitive Processes; Affective Behavior; Memory; Foreign Students; Foreign Countries; Correlation; China; Thailand; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Gedächtnis; Ausland; Korrelation
Abstract	This study aimed to explore Chinese students' application of Oxford's Strategy Inventory for Language Learning (SILL) in learning English, to investigate differences in English language learning strategies among students at different levels of English proficiency, and to report their perception of English learning through a semi-structured interview in the cross-cultural context in Thailand. The study combined quantitative data of questionnaires completed by a survey group of 244 Chinese students at a university in Thailand, and qualitative data from a semi-structured interview of 10 students from the same group. The results showed that Chinese students generally had a high level of engagement in SILL. The most frequently used strategy category was Compensation Strategies, followed by Social Strategies, Metacognitive Strategies, Cognitive Strategies, and Affective Strategies. The least frequently used strategy category was Memory Strategies. The findings revealed a significant mean difference in language learning strategies which varied significantly by English proficiency level. Participants' responses to the interview indicated that SILL was significant for their learning experience and expression in the cross-cultural context of Thailand, and that their speaking and listening skills were significantly improved. Findings of this research provided valuable inputs for further research on language learning in cross-cultural context. [Note: The publication month range (Jan-Jun) shown on the PDF is incorrect. The correct month range of publication is Jul-Dec.] (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01