The Relationship Between The Use of Indirect Language Learning Strategies and Chinese Language Achievement in Reading and Writing Among Students in Years 7 To 10 At Ascot International School In Bangkok, Thailand
Keywords:
Indirect Language Strategies, Metacognitive Strategies, Affective Strategies, Social Strategies, Chinese Achievement, Learning Chinese as a Foreign Language.Abstract
This study aimed to examine the use of indirect language learning strategies and the relationship between those strategies and Chinese academic achievement of year 7 to year 10 students who are learning Chinese as a foreign language at Ascot International School in Bangkok, Thailand. The study followed a quantitative research methodology utilizing two research instruments: the questionnaire of indirect learning strategies for Chinese learning and the unit quizzes of the IGCSE (International General Certificate of Secondary Education) Chinese course. The study was carried out during the second term of academic year 2015-2016 with 91 respondents. The use of indirect learning strategies focused on the use of metacognitive, affective and social language strategies. The Chinese achievement focused on reading and writing achievement. The study resulted in the following main findings. Year 7 to year 10 students used at a high level both metacognitive and social strategies for their Chinese learning. They used affective strategies at a medium level. Also, the use of overall indirect learning strategies was medium. There was a positive significant relationship between the use of metacognitive strategies and Chinese achievement. There was no significant relationship between affective strategies and Chinese achievement. There was a positive significant relationship between the use of social strategies and Chinese achievement. There was a positive significant relationship found between the use of overall indirect learning strategies and Chinese achievement as well. Recommendations for Chinese teachers, students and future researchers are also provided in this study.References
Ascot International School. (2015). The Secondary Years Curriculum Info.
Bialystok, E. (1978). A Theoretical Model of Second Language Learning. Language Learning, 28, 69-83.
Brown, A. L., & Palinscar, A. S. (1982). Inducing Strategic Learning from Texts by Means of Informed, Self-Control Training. Center for the Study of Reading Technical Reports No. 262. University of Illinois.
Brown, H. D. (1987). Principles of Language Learning and Teaching, 2nd Ed. Englewood Cliffs, NJ: Prentice-Hall. Ret
Cohen, A. D. (2003). The learner’s side of foreign language learning: Where do styles, strategies and tasks meet? International Review of Applied Linguistics in Language Teaching, 41(4), 279-291.
Fazeli, S. H. (2012). The Psychometric Analysis of the Persian Version of the Strategy Inventory for Language Learning of Rebecca L. Oxford. Indian Journal of Science and Technology Vol. 5 No. 4 (Apr 2012). 2638-2644.
IGCSE. (2015). Syllabus of IGCSE Mandarin Chinese. Cambridge International Examinations.
Jhaish, M. A. (2010). The Relationship among Learning Styles, Language Learning Strategies, and the Academic Achievement among the English Majors at Al-Aqsa University. A Thesis Presented to the Curricula and Teaching Methods Department of the Requirement for the Master Degree of Education. The Islamic University.
Kozmonová, M. (2008). Language Learning Strategies and Their Training in a Primary English Class. Diploma Thesis. Masaryk University Brno Faculty of Education.
Khamkhien, A. (2010). Factors Affecting Language Learning Strategy Reported Usage by Thai and Vietnamese EFL Learners. Electronic Journal of Foreign Language Teaching 2010, Vol. 7, No. 1, 66–85.
Lai, Y. C. (2005). Language Learning Strategy Use and Language Proficiency for English as A Foreign Language (EFL) Learners In Taiwan. A Dissertation Presented for the Degree of Doctor Philosophy. The Faculty of the Rossier School of Education University of Southern California.
Lan, R. L. & Oxford, R. L. (2003). Language Learning Strategy Profiles of Elementary School Students in Taiwan. International Review of Applied Linguistics in Language Teaching (IRAL) 41, 339–379.
Lee, C. K. (2010). An Overview of Language Learning Strategies. Annual Review of Education, Communication and Language Sciences, 2010, Vol.7, 132-152. Livingston, J. A. (1997). Metacognition: an Overview.
Ma, Y. & Li X. (2007). Easy Steps to Chinese Book 1& 2. Beijing Language & Culture University Press.
O'Malley, J. M., Chamot, A. U., Kupper, L., & Sabol, M. A. (1987). The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Technical Report 742, U.S. Army Research Institute for The Behavioral and Social Sciences.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press Fourth Printing 1995.
Oxford, R. (1990). Language learning strategies: what every teacher should know. Boston: Heinle & Heinle Publishers.
Oxford, R. (1999). Relationships between Second Language Learning Strategies and Language Proficiency in The Context of Learner Autonomy and Self-regulation. Revista Canaria de Estudios Ingleses, No. 38, 1999, 109-126.
Oxford, R. (2003). Language Learning Styles and Strategies: An Overview. Learning Styles & Strategies/Oxford, GALA 2003.
Park, G. P. (2011). The Validation Process of the SILL: A Confirmatory Factor Analysis. English Language Teaching Vol. 4, No. 4
Peacock, M., & Ho, B. (2003). Student Language Learning Strategies across Eight Disciplines. International Journal of Applied Linguistics, 13, 179-200.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82, 33–40.
Schunk, D. H. (2005). Self-regulated learning: The Educational Legacy of Paul R. Pintrich. Educational Psychologist, 40, 85-94.
Simons, P. R. J., & Beukhof, G. (1987) The Regulation of Learning.
Thompson, I., & Rubin, J. (1996). Can Strategy Instruction Improve Listening Comprehension? Foreign Language Annals 29, No.3, 1996. 331-342.
Vlčková, K., Berger, J., & Völkle, M. (2013). Classification Theories of Foreign Language Learning Strategies: An Exploratory Analysis. Studia Paedagogica Vol. 18, N. 4, 2013. 93-113.
Wenden, A. L., & Rubin J. (1987). Learner Strategies in Language Learning, 3-19. Englewood Cliffs, NJ: prentice-Hall International 1987.
Zimmerman, B. J. (1990). Self-Regulated learning and Academic Achievement: An Overview. Educational Psychologist, 24/1, 3-17.
Zimmerman, B. J. & Schunk, D. H. (2001). (Eds.). Self-regulated Learning and Academic Achievement: Theoretical Perspectives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
