Browsing by Subject "Language learning strategies"
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ItemThe relationship of self-efficacy for Chinese as a foreign language oral skills and the use of indirect language learning strategies for learning Chinese as a foreign language with oral skills achievement of Grade 6 students in Chinese as a foreign language class at Satit Prasarnmit Elementary School in Bangkok, Thailand( 2021) Zhang, Shuxiu ; Lynch, RichardThis study aimed to determine the level of self-efficacy for learning Chinese as a foreign language oral skill, the use of indirect language learning strategies for learning Chinese as a foreign language oral skills and Chinese oral skills achievement of Grade 6 students at Satit Prasarnmit Elementary School, and their relationships with each other. Two questionnaires and two sets of listening and speaking tests were used to collect data; one questionnaire was used to determine students’ self-efficacy level and the other was used to determine the use of indirect language learning strategies. Listening and speaking tests were applied to determine oral skills achievement of 96 Grade 6 students who studied Chinese as a foreign language in the academic year 2019-2020 at Satit Prasarnmit Elementary School. To address the objectives of this research, means, standard deviations, and multiple correlation coefficient analysis were applied. The findings indicated that the Grade 6 students at the target school had a very low level of self-efficacy and a low level of indirect language learning strategies (LLSs) use. It was also revealed that self-efficacy, the use of indirect LLSs and students’ oral skills achievement had significant positive relationships with each other.
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ItemA study of language learning strategies used by students learning Korean as a foreign language at Wat Makutkasat Secondary School of ThailandLanguage learning strategies are considered as an important factor for influencing and determining the success of language learning. In order to implement differentiated instruction to meet the diverse need of the learners it is vital to identify individual differences of students learning strategies. In this study, the use of language learning strategies was investigated among Thai student studying Korean as a Foreign Language at Mattayom Wat Makutkasat Secondary School. One hundred and seventy-nine students participated in this study studying Korean as a Foreign Language program in the academic year 2012. The quantitative data was collected by means of a questionnaire. The result indicated that the participants frequently use social strategies and meta-cognitive strategies. In addition, differences in language learning strategies were reported and student preference for strategy use was reported. Specifically in terms of learning strategies, grades 7 and 12 students had higher use of learning strategies than grades 8, 9, 10, and 11 students. And female students had higher use of learning strategies of memory, cognitive, compensation meta-cognitive, and social strategies than the male students. Significant relationship was found between the use of the learning strategies and student achievement. In sum, this research will help more effective teaching and learning with considering individual differences into account.
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ItemA study of the relationship between use of bilingual strategies and academic performance of Assumption University's learners of FrenchThis study examines the relationship between students’ use of bilingual strategies and their academic performance in the Department of Business French of Assumption University (AU). A quantitative approach was adopted. The study includes a sample of 63 students learning French in AU. A questionnaire was elaborated to collect data about the frequency of use of bilingual strategies and the academic performance of students. Descriptive and correlational statistics, including a Pearson Product Moment computation of correlation, were used to interpret the data and measure the significance of the correlation between the two sets of variables. The results indicated that a high frequency of use of bilingual strategies is correlated with high academic performances. Some recommendations grounded in the results are proposed in conclusion.
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ItemThe relationship of self-efficacy for and use of metacognitive strategies in learning Chinese as a foreign language with Chinese academic achievement of year 5 students at and inernational school in Thailand(Bangkok : Assumption University, 2022) Duangkamon Huangphattarakul ; Gonzalez, Orlando Rafael Gonzalez
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