INVESTIGATING THE ENGLISH GRAMMAR LEARNING STRATEGIES AND THEIR EFFECTS: A CASE STUDY OF EFL COLLEGE STUDENTS  

Oleh:

Seng, Sothea ; Sitthitikul, Pragasit

Jenis: Article from Proceeding
Dalam koleksi: The 33rd Thailand TESOL International Conference Proceedings 2013; "E"-novation and Communities in ELT, Khon Kaen, Thailand, 25-26 January 2013, page 62-84.
Topik: learning strategies; English grammar learning; Cambodian EFL students
Fulltext: Sothea Seng.pdf (489.28KB)

Isi artikel

The three purposes of this paper are: (1) to explore the English Grammar Learning Strategies (EGLS) employed by Cambodian EFL students, (2) to find out the differences of EGLS use between lowproficiency and high-proficiency students, and (3) to examine the possible relationship between EGLS use and English grammar proficiency. The quantitative data were collected from English major students (n=242) using an English grammar test and a five-point Likert scale questionnaire. In addition to descriptive statistical analysis, independent sample t-tests and Pearson correlation coefficients were performed at the .05 level of significance to answer the research questions. The qualitative data were collected from six low-proficiency and six high-proficiency students through semi-structured interviews and were analyzed by qualitative coding procedures. The findings demonstrated that Cambodian EFL students used overall EGLS at a high level. Affective strategies were used most frequently, while cognitive strategies were used least frequently. English grammar proficiency did not have a significant effect on the overall use of EGLS. Also, this study showed that overall EGLS usage between lowproficiency and high-proficiency students did not correlate with each other. Likewise, the qualitative results revealed that there were similarities between the former and the latter group in their use of EGLS.

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