English learning strategies among EFL learners : a narrative approach
- Authors: Nguyen, Hoang , Terry, Daniel
- Date: 2017
- Type: Text , Journal article
- Relation: IAFOR Journal of Language Learning Vol. 3, no. 1 (2017), p. 4-19
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Strategic english learning and proficiency among vietnamese tertiary learners : beyond passive stereotypes
- Authors: Nguyen, Hoang , Terry, Daniel , Jang, Sun
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Learning in Higher Education Vol. 24, no. 1 (2016), p. 19-34
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- Description: Practitioners and researchers worldwide have enthusiastically undertaken research on language learning strategies (LLS) since the early 1970s. They have since established solid evidence on LLS as an influential factor in determining success in second/foreign language learning. However, in the context of Vietnam, there is a dearth of evidence regarding LLS and successful second/foreign language learning. The purpose of this study was to examine the frequency and pattern of LLS use among Vietnamese students undertaking English as a foreign language (EFL) at the tertiary (university) level. Secondly, it sought to investigate the relationship between LLS use and self-rated English proficiency. Quantitative data were collected from 564 students through a researcher-generated questionnaire, the English Language Learning Strategy Questionnaire (ELLSQ), which had been pretested to ensure validity and reliability. Findings revealed that the students were moderate users of learning strategies, and frequency of strategy use was positively correlated with self-reported English proficiency. © Common Ground Research Networks, Rungnapha Khamung, Basanti Majumdar, Rana Pongruengphant, All Rights Reserved.
Questionnaire development for strategic english learning : processes and outcomes
- Authors: Nguyen, Hoang , Terry, Daniel , Fan, Si
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of English Language Education Vol. 4, no. 1 (2015), p. 138
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- Description: This paper reports on the four-stage construction of the English Language Learning Strategy Questionnaire (ELLSQ), employed in a research study on language learning strategies (LLSs) among Vietnamese tertiary students. Firstly, a needs analysis for the questionnaire development is provided. Secondly, various steps in the adaptation and initial development of the ELLSQ are described in detail, including the review of relevant literature, consultation with survey experts, and focus group discussions with target learners. Thirdly, the refinement of the ELLSQ is addressed through the conduction of informal expert reviews; and finally, its validation through field pre-tests is reported. The reliability and validity of the ELLSQ was undertaken through a pilot test with participation of 97 students, who were part of the target population of the formal study. The main purpose of this pilot test was to ensure the workability of the instrument and to establish reliability, face and content validity of the questionnaire. Practical implications for future attempts are embedded regarding the construction of reliable and valid questionnaires in a new research discourse.