Learning Strategies and Teaching Methods in Thai and Vietnamese Universities

Autor/inn/en	Tieocharoen, Wariyaporn; Rimkeeratikul, Sucharat
Titel	Learning Strategies and Teaching Methods in Thai and Vietnamese Universities
Quelle	In: Arab World English Journal, 10 (2019) 3, S. 99-112 PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tieocharoen, Wariyaporn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Forschungsbericht; Learning Strategies; Teaching Methods; Metacognition; Memory; Affective Behavior; Cross Cultural Studies; College Students; Majors (Students); Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Measures (Individuals); Teacher Attitudes; Student Attitudes; Vietnam; Thailand; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gedächtnis; Affective disturbance; Active behaviour; Affektive Störung; Cultural comparison; Kulturvergleich; Collegestudent; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Messdaten; Lehrerverhalten; Schülerverhalten
Abstract	The main purpose of this research is to investigate language learning strategy use of Vietnamese and Thai university students using Oxford's Strategy Inventory for Language Learning (SILL). One main objective of the research was to compare different six aspects of language learning strategies (memory, cognitive, compensation, metacognitive, affective, and social) between Thai and Vietnamese students. The main research question was to learn about learning strategies Thai and Vietnamese university students used. The data of research were collected from 116 English major Thai university students and 174 English major Vietnamese students, using the SILL developed by Oxford (1990) as the instrument and interviews from 16 lecturers from Vietnam and Thailand. The findings revealed statistically significant differences in memory, cognitive, affective, and social strategies between Thai and Vietnamese students. The interview data were used to gain insight into the findings of the questionnaires. The findings of the research can be beneficial to teachers and educators who are involved in the education of both countries, providing better understanding of different aspects of language learning strategies used in learning English. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01