EFL Learing Strategy Use of Junior High School Students 葉筑翔、張智惠
E-mail: 386758@mail.dyu.edu.tw
ABSTRACT
This study is aimed at investigating junior high school students’ English learning strategy use in an EFL learning environment and the relationship between students’ English learning strategy use and four factors – gender, year of study, fondness of English, previous ESL experience, and school location. Participants in this study were 240 first- year to third-year students from Shi Yuan Junior High School in Taichung City and Homei Junior High School in Changhua County. All the participants have once studied English curriculums at elementary school for at least two years before entering Junior High School. The instruments for this study included two sections. First section is personal background information with six items; second section is a Chinese questionnaire with fifty Likert-scale items mostly adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL) items. To collect data for the study, all the participants were asked to complete a copy of the junior high school students’ English Learning Strategy Use Questionnaire under the supervision of English teachers during class time. Before beginning to fill out the questionnaire, teachers briefly explained the purpose of the study to the participants by an oral approach and showed them how to respond to the items and mark their responses on the questionnaire. Every participant had approximately 3-5 minutes to complete the
questionnaires In this study, 240 questionnaires in total were returned and identified as valid. The questionnaires were analyzed by using the Statistical Package for the Social Science (SPSS 12.0). Descriptive statistics were used to analyze the participants’
frequency and percentage on gender, year of study, fondness of English, previous ESL experience, and school location. The
correlation between background variables and 50 items of SILL was analyzed by ANOVA and MANOVA. Significance at p< .05 is to be reported throughout this study. The major findings of the study are summarized as follows. First, junior high school students seldom use English learning strategies frequently. However, among the six categories of English learning strategies, compensation strategies are most-used, while affective strategies are least-used for participants in this study. Second, female students tend to have better language learning strategy use than male students. Third, second year students are likely to employ English learning strategies more frequently than third year students and first year students. Fourth, students who like English seem to employ learning strategies more frequently than those students who dislike English. Fifth, students who had previous ESL experience seem to use learning strategies more frequently than those students who had no previous ESL experience. Finally, students who study in Taichung City used learning strategies more frequently than those who study in Changhua County. The result found that four variables – year of study, fondness of English, previous ESL experience, and school location have significant differences on strategy use. In addition, the variable of gender has a significant interaction effect on the use of strategy categories as well.
Keywords : English learning strategies、strategy use、junior high school students.
Table of Contents
TABLE OF CONTENTS ABSTRACT (ENGLISH) iv ABSTRACT (CHINESE) vi ACKNOWLEDGEMENTS viii TABLE OF CONTENTS ix LIST OF FIGURES xiii LIST OF TABLES xiv CHAPTER I. INTRODUCTION 1 1.1 EFL Education in Taiwan 1 1.2 General Teaching and Language Learning Strategy in Taiwan 2 1.3 Background of the Research 3 1.4 Significance of the Research 4 1.5 Purpose of the Research 4 1.6 Research Objectives 5 1.7 Research Questions 6 1.8 Definitions of Specific Terms in the Research 7 1.9 Summary of Chapter One 9 CHAPTER II. LITERATURE REVIEW 10 2.1 Language Learning Strategy 10 2.2 Definitions of Language Learning Strategy 11 2.3 Classification of Language Learning Strategies 13 2.4 Factors that Influence Learning Strategies 19 2.4.1 Gender 19 2.4.2 Year of Study 21 2.4.3 Fondness of English 22 2.4.4 Previous ESL Experience 23 2.4.5 Location 24 2.5 Summary of Chapter Two 25 CHAPTER III. METHDOLOGY 26 3.1 Design of the Research 26 3.2 Research Participants 27 3.3 Instrumentation 32 3.3.1 Questionnaire 32 3.4 Validity and Reliability 36 3.5 Data Collection Procedure 37 3.6 Data Analysis 38 3.7 Summary of Chapter Three 38 CHAPTER IV.RESULTS 39 4.1 Research Question One: Results 40 4.2 Research Question Two: Results 41 4.3 Research Question Three: Results 44 4.4 Research Question Four: Results 48 4.5 Research Question Five: Results 54 4.5.1 Significant Differences in Six Strategy Categories 54 4.6 Research Question Six: Results 58 4.6.1 Gender 58 4.6.2 Year of Study 59 4.6.3 Fondness of English 59 4.6.4 Previous ESL Experience 60 4.6.5 Location 61 4.7 Research Question seven: Results 63 4.8 Summary of Chapter Four 65 CHAPTER V. DISCUSSION & CONCLUSION 67 5.1 Discussion of the Major Findings 67 5.1.1 RQ1: What is the broad profile of strategy used by the whole group of students for each of the six
strategy categories and the 50 strategy items? 67 5.1.2 RQ2: For the whole group of students, which five strategy items are used the most and which are used the least overall and what are the most- and least- used strategy items in each of the strategy categories? 68 5.1.3 RQ3: What is the broad overall profile of strategy use with regard to gender, year of study, fondness of English, previous ESL experience and school location? 70 5.1.4 RQ4: What are the most- and least- frequently used strategy categories with regard to gender, year of study, fondness of English, previous ESL experience and school location? 75 5.1.5 RQ5: Are there any significant differences in gender, year of study, fondness of English, previous ESL experience and school location in terms of the six strategy categories? 78 5.1.6 RQ6: Are there significant differences by gender, year of study, fondness of English, previous ESL experience, and school location in terms of the use of any particular strategy items? 80 5.1.7 RQ7: Are there any significant interaction effects among the variables of gender, year of study, fondness of English, previous ESL experience and location on strategy use of the six strategy category? 82 5.1.8 Discussions 83 5.1.9 Conclusions 86 5.2 Limitations of the Study 86 5.3 Implications 87 5.3.1 EFL Educator’s Perspective 87 5.3.2 EFL Students’ Perspective 88 5.3.3 EFL Researcher’s Perspective 89 ENGLISH
REFERENCES 90 CHINESE REFERENCES 104 Appendix A: Chinese Questionnaire〔Chinese Version〕107 Appendix B:
English Questionnaire〔English Version〕110 Appendix C: Stern’s (1992) Classification of Language Learning Strategies 115 Appendix D: Oxford’s Language Learning Strategy System (Oxford, 1990, p17)117 Appendix E: Means of 50 SILL of the Study 118 Appendix F: The Most and Least-Used SI in Each SC 120 Appendix G: Significant Fondness of English Effect on Strategy Items 121 Appendix H: Significant Previous ESL Experience Effect on Strategy Items 122 Appendix I: Significant Location Effect on Strategy Items 123 Appendix J: Significant Gender Effect on Strategy Items 124 Appendix K: Significant Year of Study Effect on Strategy Items 125 Appendix L: List of Abbreviations 126
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