EFL STUDENTS’ PERCEPTIONS AND PRACTICES ON LEARNING STRATEGIES TOWARDS ESP FOR POLITICAL EDUCATION: A CASE AT SCHOOL OF POLITICAL SCIENCES, CAN THO UNIVERSITY, VIETNAM

Nguyen Thi Tra My, Thai Cong Dan

Abstract


This study investigates the perceptions and practices of English as a Foreign Language (EFL) students regarding learning strategies for English for Specific Purposes (ESP) in the context of Political Education. The study focuses on six (6) learning strategies of Oxford (1990)'s classification, including (1) memorization strategies, (2) cognitive strategies, (3) compensation strategies, (4) metacognitive strategies, (5) affective strategies, and (6) social strategies. A mixed-methods approach is employed, including questionnaire and interviews. First, 101 items for the questionnaire are administered to investigate the perception and practice of students on learning strategies. Then interviews with students and teachers are employed to capture more details about the participants’ perception and practice on learning strategies towards ESP for Political Education. The study sample consists of 187 EFL students from School of Political Sciences, Can Tho University, Vietnam who are currently participating in ESP for Political Education course named "Specialized English for Political Education Course 2". The findings reveal that the majority of students have positive perceptions of ESP and recognize the importance of learning strategies in mastering this area.

 

Article visualizations:

Hit counter


Keywords


perceptions, practices, English learning strategies, political sciences, Can Tho University

Full Text:

PDF

References


Ahmadishokouh, A. (2015). ESP vs EFL; The case of learning strategy use in an Iranian context. International Journal of Language and Linguistics, 3(6), 440. https://doi.org/10.11648/j.ijll.20150306.28

Alqahtani, A. A., & Alhebaishi, S. M. (2010). Language learning strategies in an ESP context: A study of political sciences students. https://www.academia.edu/4279347/Language_learning_strategies_in_an_ESP_context_A_study_of_political_sciences_studentsLanguage_learning_strategies_in_an_ESP_context_A_study_of_political_sciences_students

Ary, D., Jacobs, L.C., Sorensen, C., Razavieh, A. (2010). Introduction to research in education (8th ed.). Canada. Nelson Education, Ltd.

Brookhart, S. M., & Durkin, D. T. (2003). Classroom assessment, student motivation, and achievement in high school social studies classes. Applied Measurement in Education, 16(1), 27-54. https://doi.org/10.1207/s15324818ame1601_2

Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: The Guilford Press.

Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Council.

Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London: Routledge.

Dunken, T., Mckeachie. W. J. (2010). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6

Gagné, R. and Briggs, L.J. (1974). Principles of instructional design. Holton, Rinehart & Winston, New York.

Ghani, M. (2003). Language learning strategies employed by L2 learners. Journal of Research (Faculty of Languages & Islamic Studies), 4(1).

Green, J. M., & Oxford, R. L. (1995). A Closer Look at Learning Strategies, L2 Proficiency, and Gender. TESOL Quarterly, 29(2), 261-297. http://dx.doi.org/10.2307/3587625

Grenfell, M., & Harris, V. (2015). Memorisation strategies and the adolescent learner of Mandarin Chinese as a foreign language. Linguistics and Education, 31, 1-13. https://doi.org/10.1016/j.linged.2015.04.002

Griffiths, C. (2008). Lesson from good language learners. Cambridge: Cambridge University Press.

Javid, C. Z. (2013). English for specific purposes: Its definition, characteristics, scope and purpose. European Journal of Scientific Research, 112(1), 138-151.

Jiang, N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21(1), 47-77. https://doi.org/10.1093/applin/21.1.47

Kendall, K. and Kendall, J. (2008). Systems analysis and design. Pearson Education Inc., Upper Saddle.

Leedy, P. D., & Ormrod, J. E. (2014). Practical Research: Planning and Design (10th ed.). Edinburgh Gate: Pearson Education.

Lê Thúy Hằng & Trần Thị Bình (2002). English for political education. Đại học Sư phạm Thành phố Hồ Chí Minh

Naiman, N, M Frohlich, H Stern, & A Todesco (1978). The good language learner. Toronto: The Ontario Institute for Studies in Education.

O’Malley, M. J., & Chamot, A. U. (1990). Learning strategies in second language acquisition. USA: Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House

Oxford, R. (1989). The role of styles and strategies in second language learning. ERIC clearinghouse and linguistic Washington DC.

Rahman, M. S. (2016). The advantages and disadvantages of using qualitative and quantitative approaches and methods in language “Testing and assessment” research: A literature review. Journal of Education and Learning, 6(1), 102. https://doi.org/10.5539/jel.v6n1p102

Richards, J. C., Platt, J., & Platt, H. (1992). Longman dictionary of language teaching and applied linguistics. London: Longman.

Robinson, P. C. (1980). ESP (English for specific purposes). Oxford: Pergamon Press.

Rubin, J. W. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly, 9(1), 41- 51. https://doi.org/10.2307/3586011

Rubin, J. (1981). Study of cognitive processes in second language learning. Applied Linguistics, 2(2), 117-131. https://doi.org/10.1093/applin/2.2.117

Schmidt, J. C. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). Pearson Education Limited.

Stern, H. H. (1992). Issues and options in language teaching. Oxford: OUP.

Stern, H. H. (1975). What can we learn from the good language learner? The Canadian Modern Language Review, 31(4), 304-319. https://doi.org/10.3138/cmlr.31.4.304

Sugiyono, S. (2010). Metode penelitian kuantitatif dan kualitatif dan R&D. Bandung: Alfabeta.

Tim, K. C. H. (2013). A Study on Language Learning Strategies (LLSs) Of University Students in Hong Kong. Taiwan Journal of Linguistics, 11(2), 1-42. https://doi.org/10.5353/th_b3673411

Weinstein, C. and Mayer, R. (1986). The Teaching of learning strategies. In: Wittrock, M., Ed., Handbook of Research on Teaching, Macmillan, New York, 315-327.

Wender, A., & Rubin, J. (1987). Learner strategies in language learning. London: Prentice-Hall International.

Yuan, Y., Liu, R., and Yuan, Y. (2018). A Study on Chinese Learning Strategies of International School Students in China. Science Journal of Education, 6(6), 123-128.

Zaghar, F. (2016). Interculturality in ESP classrooms: A contributing strategy to meet the job-market expectations. Arab World English Journal (AWEJ), 7(4), 503-512.




DOI: http://dx.doi.org/10.46827/ejae.v8i2.4823

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).