A Comparative Study of Grade 12 Students’ Use of Direct and Indirect Second Language Learning Strategies According to Their Gender and Classes at Luchuan High School, Guangxi, China

Authors

  • Junyi Liang M.Ed. Candidate in Curriculum and Instruction, Graduate School of Human Sciences, Assumption University, Thailand.
  • Yan Ye Ph.D., Director of Educational Research, Statistics and Measurement Center, Graduate School of Human Sciences, Assumption University, Thailand.

Keywords:

Second Language Learning Strategies, Direct Strategies, Indirect Strategies, Learning English as Second Language, Grade 12 Students

Abstract

This research mainly focused on the Chinese Grade 12 students’ use of second language learning strategies during the academic year 2016-2017, at Luchuan High school, Guangxi, China. A total of 120 students from grade 12 in this study. The data were collected based on the questionnaire of learning strategies for English learning. The study found that Grade 12 students used both direct strategies and indirect strategies for their English learning at a medium level; the use of overall learning strategies was also at a medium level. There was no significantly difference of students' use of second language learning strategies according to their gender, the direct strategies and indirect strategies. There is a significant difference of students' use of second language learning strategies according to their classes.

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Published

2018-12-27