Exploring Language Learning Strategies of Vietnamese University English and Non-English Majors

Abstract

This study compares language learning strategies (LLS) and their frequencies between Vietnamese English and non-English majors. The Strategies Inventory of Language Learning (SILL) questionnaire from Oxford's 1990 taxonomy was employed as the main research instrument. The questionnaire was administered to 140 students at a public university in Vietnam. Semi-structured interviews with ten students of both groups were also carried out to provide more qualitative information. The data analysis involved descriptive and inferential statistics and manual interview transcription. Both groups of students used a wide range of LLS across six strategy groups with metacognitive strategy group use the most frequent and compensation the least frequent. A significant difference was shown in the ways both groups employed LLS (p < .05). Results from this study can provide a solid foundation for educational administrators and practitioners to better support these students and can add to an overall theory of LLS in Asia.Functioning as the main medium for international communication and to better prepare Vietnam to participate in the move towards globalization, English is widely taught as a compulsory subject at a large number of schools and universities in Vietnam. To help learners advance their English, understanding the LLS they use when learning English is essential because LLS are considered one of the most vital factors in determining language learners' success (Cotton, 1995;McDonough, 1995) and finding strategies is an important characteristic of successful learners (Hedge, 2000). There is a firm relationship between LLS and elements of learners' responsibility in taking charge of their own learning and self-efficacy (Oxford, 1990). The role of the teacher is important in teaching students ways to learn now that learning a language is a lifelong process (Cribb, 2000) and teaching students appropriate strategies can mold them to be more independent, autonomous, and committed to life-long learning (Lee & Oxford, 2008).This study explores LSS employed by Vietnamese English and non-English majors when they are learning English as a foreign language and investigates if significant differences exist between students' majors and learning strategy use. Understanding the ways both groups of students have learnt English can be helpful for educational institutions and teachers to better