EFL STUDENTS’ PERCEPTIONS AND PRACTICES ON LEARNING STRATEGIES TOWARDS ESP FOR TOURISM AT SCHOOL OF SOCIAL SCIENCES AND HUMANITIES, CAN THO UNIVERSITY, VIETNAM
Abstract
Learning strategies are determined as an effective approach to learning ESP. To implement more useful learning strategies, it is essential to understand the extent of practice toward learning strategies. The study focused on six (6) learning strategies, including (1) Memorization, (2) Cognitive, (3) Metacognitive, (4) Compensation, (5) Affective, and (6) Social, which were applied in four English skills belonging to English for Tourism courses. A hundred-item questionnaire was administered to investigate the perception and practice of learning strategies and interviews for students and teachers were employed to examine students’ practice of their involvement in learning strategies activities and discover teachers’ observations of students’ practice in their class. The study sample consists of 70 EFL (English as a foreign language) students who have taken the three courses of English for Tourism 1, 2, and 3 in their curriculum. The findings revealed that students had a positive attitude to a significant extent and students had positive perception toward their learning strategies performances. There found a medium correlation between the extent of perception impacts on students' practice that points out two hypotheses: (1) The higher the student's perception, the higher the extent of practice; (2) Students have good perception but the extent of practice does not depend on their perception. The findings may contribute to the discipline of ESP (English for Specific Purposes) since they not only help students understand the significance of learning strategies in learning ESP but also help ESP teachers understand students’ perceptions, from which teachers can generate more effective and appropriate learning strategies in classes for enhancing students’ productivity in learning ESP for Tourism.
Article visualizations:
Keywords
Full Text:
PDFReferences
Ajideh, P. (2009). Autonomous Learning and Metacognitive Strategies Essentials in ESP Class. English language teaching, 2(1), 162-168.
Aliakbari, M., & Hayatzadeh, A. (2008). Variation of language strategies among Iranian English students: the effect of gender. International Journal of Pedagogies and Learning, 4(3), 72-87.
Allport, D. A. (1987). Selection for action: Some behavioural and neurophysiological considerations of attention and action. In H. Heuer & F. Sanders (Eds.), Perspectives on perception and action. Hillsdale, NJ: Erlbaum.
Aslan, O. (2009). The role of gender and language learning strategies in learning English.
Assael, H. (1995). Consumer behavior & marketing action (5th ed.). London: PWS-Kent Publishing Company.
Atmowardoyo, H., & Sakkir, G. (2021, November). The Development of Language Learning Theory Based on Best Practice: A Literature Review. In Proceedings of the Tenth International Conference on Languages and Arts (ICLA 2021) (pp. 172-184). Atlantis Press.
Atmowardoyo, H., Weda, S., & Sakkir, G. (2021). Learning Strategies in English Skills used by Good Language Learners in Millennial Era: A Positive Case Study in Universitas Negeri Makassar. ELT Worldwide, 8(1), 28-40.
Azza, B. (2013). ESP Materials Selection The case of Second Year Computer Science Students at Ouargla University (Doctoral dissertation).
Basturkmen, H. (2010). Developing courses in English for specific purposes. Springer.
Brieger, N., & Sweeney, S. (1994). Grammar & Functions. Prentice Hall.
Broadbent, D. E. (1958). Perception and communication. New York, NY: Pergamon Press.
Brown, H. Douglas (1980). Principles and practices of language learning and teaching.
Bühler, K. (1990). Theory of Language: The Representational Function of Language.
Chamot, A. U. & O’Malley, J. M. (1986). A Cognitive Academic Language Learning Approach. National Clearinghouse for Bilingual Education, 2, 88-92.
Chen, P. C., Chiu, W. Y., & Lin, T. Y. (2011). A study constructing holistic English for specific purposes (ESP) curriculum model for tourism and hospitality English. Education Research Journal, 1(5), 84-93.
Dann, G. (2001). The Language of Tourism: a Sociolinguistic Perspective (2nd ed.) Wallingford, UK: CAB International cop. https://doi.org/10.1016/S0160-7383(00)00007-4
Darancik, Y. (2018). Students' Views on Language Skills in Foreign Language Teaching. International Education Studies, 11(7), 166-178.
Dudley-Evans, T. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press.
Duong T. H. O. (2003). Teaching and learning oral presentation for learning of English in universities in Vietnam and New Zealand: A comparative study. Unpublished doctoral dissertation, Victoria University of Wellington, New Zealand.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40 (1), 83-107. DOI: 10.2307/40264512.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: McGraw-Hill Humanities.
Gatehouse, K. (2001). Key issues in English for Specific Purposes (ESP) curriculum development. The Internet TESL Journal, 7(10), 1-10.
Ghani, M. 2003. Language Learning Strategies Employed by L2 Learners. Journal of Research (Faculty of Languages & Islamic Studies) 2003 Vol.4.
Goodwin. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/fos.25
Grenfell, M., & Harris, V. (2015). Memorisation strategies and the adolescent learner of Mandarin Chinese as a foreign language. Linguistics and Education, 31, 1-13.
Hall, C. M., Müller, D. K., & Saarinen, J. (2008). Nordic tourism: Issues and cases (Vol. 36). Channel View Publications.
Hashim, H. U., Yunus, M. M., & Hashim, H. (2018). Language Learning Strategies Used by Adult Learners of Teaching English as a Second Language (TESL). TESOL International Journal, 13(4), 39-48.
Hayati, N. (2015). A study of English language learning beliefs, strategies, and English academic achievement of the ESP students of STIENAS Samarinda. Dinamika Ilmu, 297-323.
Hedge, Alan. 2013. “Human Information Quantifying Information: Reaction Time.” (August).
Holloway, J. (2006). Enchanted spaces: The séance, affect, and geographies of religion. Annals of the association of American geographers, 96(1), 182-187.
Hsu, L. W. (2010). Learning gaming English by prospective casino dealers in Taiwan: An explorative study. Journal of Foreign Language Instruction, 4(1), 69-86. Retrieved July 31, 2012, from ProQuest database.
Hui, G. (2017). The learning needs analysis of English for Specific Purposes (ESP) in college. US-China Foreign Language, 15(1), 1-6.
Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge university press.
Johns, A. M., & Dudley‐Evans, T. (1991). English for specific purposes: International in scope, specific in purpose. TESOL Quarterly, 25(2), 297-314. https://doi.org/10.2307/3587465
Kuppan, A. (2008). An evaluation of an English course for hospitality management in a tertiary institution. Dissertation Abstracts International.
Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25-30.
Lindsay, P., & Norman, D. A. (1977). Human information processing: An introduction to psychology. Harcourt Brace Jovanovich, Inc.
Lynch, D. J. (2010). Motivational beliefs and learning strategies as predictors of academic performance in college Physics. College Student Journal. 44(4), 1-8.
Malik, A. R., & Asnur, M. N. A. (2019). Using Social Media as a Learning Media of Foreign Language Students in Higher Education. Online Submission, 18(2).
Marwan, A. (2017). ESP teaching challenges in an Indonesian vocational higher institution. The English Teacher, 12.
Naiman, N., Fröhlich, M. & Todesco, A. (1978). The Good Language Learner. Toronto: Ontario Institute for Studies in Education.
Neumann, O. (1987). Beyond capacity: A functional view of attention. In H. Heuer & A. F. Sanders (Eds.), Perspectives on perception and action (pp. 361–394). Hillsdale, NJ: Erlbaum.
Nguyen T. D., Trinh H. T., Huynh M. T. (2012). Các chiến lược học ngôn ngữ của sinh viên không chuyên Anh văn tại Trường Đại học Cần Thơ. Tạp chí Khoa học Trường Đại học Cần Thơ, (23b), 42-49.
Nguyen, H. B., & Nguyen, T. A. (2017). English for Specific Purposes (ESP): Perceptions of students and teachers of learning needs at a Vietnamese school. International Journal of Advanced Research, 5(4), 793–803. https://doi.org/10.21474/ijar01/3877
Nguyen, H., & Terry, D. R. (2017). English Learning Strategies among EFL Learners: A Narrative Approach. IAFOR Journal of Language Learning, 3(1), 4-19.
Nguyen, T. D., & Trinh, H. T. (2011). Mức độ sử dụng các chiến lược đọc nhận thức và siêu nhận thức của sinh viên chuyên ngành Anh văn [Frequency of use of cognitive- metacognitive reading strategies among English majors]. Journal of Science, 19b, 104 - 110.
O'Malley, J & Chamot, A. 1990. learning strategies in second language acquisition. Cambridge University. CUP O'Malley, J.M. and A. Chamot. (1990). Strategies used by Second Language Learners Cambridge: CUP.
Oppenheim, A. N. (2000). Questionnaire design, interviewing, and attitude measurement: Bloomsbury Publishing.
Oxford, R. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235-247.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73(3), 291-300.
Pashler, H. (1989). Dissociations and dependencies between speed and accuracy: Evidence for a two-component theory of divided attention in simple tasks. Cognitive Psychology, 21, 469–514.
Pham M. L. (2022). Khảo Sát Chiến Lược Học Từ Vựng Tiếng Anh Của Sinh Viên Chuyên Ngữ Năm Thứ Nhất Tại Một Trường Của Đại Học Thái Nguyên. TNU Journal of Science and Technology, 227(04), 84-90.
Pham, H. A., & Ta, B. T. (2016). Developing a theoretical framework for ESP teacher training in Vietnam. The Asian ESP Journal, 12(1), 66-84.
Poole, A. (2005). Gender differences in reading strategy use among ESL college students. Journal of college reading and learning, 36(1), 14 – 22
Qiong. 2017. “A Brief Introduction to Perception.” Studies in Literature and Language 15(4):
Rahimi, M., & Katal, M. (2012). Metacognitive strategies awareness and success in learning English as a foreign language: an overview. Procedia-Social and Behavioral Sciences, 31, 73-81.
Ramirez, C. G. (2015). English for Specific Purposes: Brief history and definitions. Revista de Lenguas Modernas, 23, 379-386.
Raoofi, S., Chan, S. H., Mukundan, J., & Rashid, S. M. (2014). Metacognition and Second/Foreign Language Learning. English Language Teaching, 7(1), 36-49.
Rigeney, J. W. (1978). Learning strategies a theoretical prospective. HF O; Neil (ed.).
Rizzolatti, G., & Craighero, L. (1998). Spatial attention: Mechanisms and theories. In M. Sabourin, F. Craik, & M. Robert (Eds.), Advances in psychological science (Vol. 2: Biological and cognitive aspects, pp. 171–198). Hove, UK: Psychology Press.
Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. Learner strategies in language learning, 15, 29.
Sakkir, G., Rahman, Q., & Salija, K. (2016). Students' Perception on Social Media in Writing Class at STKIP Muhammadiyah Rappang, Indonesia. International Journal of English Linguistics, 6(3), 170-175.
Scott, N., Baggio, R., & Cooper, C. (2008). Network analysis and tourism: From theory to practice.
Shahriari, M. (2014). Medical Science Graduates ‘opinions About The ESP Materials Used In College And Their Language Needs At Workplace. Modern Journal of Language Teaching Methods, 4(4), 320.
Shen, H.H., 2005. An investigation of Chinese-character learning strategies among non-native speakers of Chinese. System 33, 49–68.
Sherif, M., & Cantril, H. (1945). The psychology of attitudes: I. Psychology Review, 52, 295–319.
Strutt, P. (2003). English for international tourism. Longman.
Suwanarak, K. (2019). Use of Learning Strategies and their Effects on English Language Learning of Thai Adult Learners. 3L, Language, Linguistics, Literature, 25(4).
Tam, 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.
Tilfarlioglu, F. Y., & Yalçin, E. (2005). An analysis of the relationship between the use of grammar learning strategies and the student achievement in English preparatory classes. Journal of Language and Linguistic Studies, 1(2), 155-169.
Tomlinson, B. (Ed.). (2003). Developing materials for language teaching. A&C Black.
Trần, T. P. (2022). Mức độ sử dụng các chiến lược đọc hiểu siêu nhận thức của sinh viên: nghiên cứu trường hợp sinh viên năm thứ nhất hệ tiên tiến-chất lượng cao tại Học viện Nông nghiệp Việt Nam. Tạp chí Giáo dục, 22(8), 41-46.
Van der Heijden, A. H. C. (1992). Selective attention in vision. London: Rout- ledge.
Wenden, A. L. (1987a). Conceptual background and utility. In A. L. Wenden & J. Rubin (Eds.), Learner strategies in language learning, 3-13. Englewood Cliffs, NJ: Prentice-Hall.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language learning, 50(2), 203-243.
Wilkins, D.A. (1978). Linguistics in Language Teaching. Massachusetts: The MIT Press.
Williams, M. & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
DOI: http://dx.doi.org/10.46827/ejae.v8i2.4824
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).
