Le Thu Huong Phan


The present second language acquisition research has attempted to enhance an in-depth understanding of the way learners acquired English. Situated in this line of research, the current case study, thus, explores the process in which how a learner from Hongkong (learner D) has learned English as a second language. Particularly, this study aimed at finding out (1) student motivation to learn English, (2) her learning strategy in distinct skills of English, (3) the learning styles that she prefers to use and (4) different aspects affecting her learning. Learner D was required to complete four questionnaires and an interview on two separate days. The questionnaires were counted and analysed while the audio recordings were transcribed and coded for evidence of learning background, learning strategies, motivation and learning styles. The findings revealed that the participant was a motivated learner of English and her principal needs were daily communication and academic purposes. Also, D is a flexible learner as she had several learning styles and she applied various learning strategies. Therefore, she improved her English quickly after moving to Manchester, UK for her exchange course.


Article visualizations:

Hit counter


learning styles, motivation, language strategy

Full Text:



Adams, C. M., & Pierce, R. (2006). Differentiating instruction: A practical guide for tiered lessons in the elementary grades. Prufrock Press Inc.

Barrnett, J. (2009). Aptitude, personality and motivation tests. London: Kogan Page.

Brown, H. D. (2000). Styles and strategies. New York: Longman.

Brown, H. D., & Lee, H. (1994). Teaching by principles: An interactive approach to language pedagogy (Vol. 1, p. 994). Englewood Cliffs, NJ: Prentice-Hall Regents.

Buttery, E. A., & Leung, T. K. (1998). The difference between Chinese and Western negotiations. European Journal of Marketing, 32(3/4), 374-389.

Cameron, L. (2001). Teaching languages to young learners. Ernst Klett Sprachen.

Carrell, P. L. (1988). SLA and classroom instruction: Reading. Annual review of applied linguistics, 9, 223-242.

Cohen, A. D., Oxford, R. L., & Chi, J. C. (2001). Learning style survey. Retrieved May 19, 2005.

Corbetta, P. (2003). Social research: Theory, methods and techniques. Sage.

Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language learning, 41(4), 469-512.

Crystal, D. (2003). English as a global language. Cambridge university press.

Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language learning, 40(1), 45-78.

Dornyei, Z. (2006). The psychology of the language learner: Individual differences in second language acquisition. TESL-EJ, 10(1).

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching: Motivation (Vol. 2). Harlow: Pearson Education.

Ellis, G., & Sinclair, B. (1989). Learning to learn English learner's book: A course in learner training (Vol. 1). Cambridge University Press.

Ellis, R. (1984). Classroom second language development: A study of classroom interaction and language acquisition. Pergamon.

Fillmore, L. W. (1983). The language learner as an individual: Implications of research on individual differences for the ESL teacher. on TESOL, 82, 157-173.

Florez, M. C. (1999). Improving Adult English Language Learners' Speaking Skills. ERIC Digest.

Gardner, M. P. (1985). Mood states and consumer behavior: A critical review. Journal of Consumer research, 12(3), 281-300.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning.

Gardner, R. C., Lalonde, R. N., & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: Correlational and experimental considerations. Language learning, 35(2), 207-227.

Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC journal, 33(1), 35-54.

Hwang, K. K. (2003). In search of a new paradigm for cultural psychology. Asian Journal of Social Psychology, 6(3), 287-291.

Jing, L., Tindall, E., & Nisbet, D. (2006). Chinese learners and English plural forms. Linguistics, 1, 127-147.

Kendall, L. (2008). The conduct of qualitative interview: Research questions, methodological issues, and researching online. In J. Coiro, M. Knobel, C. Lankshear & D. Leu (Eds.), Handbook of research on new literacies (pp. 133-149). New York: Lawrence Erlbaum Associates.

Lado, R. (1957). Linguistics Across Cultures: Applied Linguistics for Language Teachers.

Land, S., & Jonassen, D. (2012). Theoretical foundations of learning environments. Routledge.

Leki, I., & Carson, J. G. (1994). Students' perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28(1), 81-101.

McCormick, R., & James, M. (2018). Curriculum evaluation in schools. Routledge.

Noels, K., Clément, R., & Pelletier, L. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57(3), 424-442.

Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235-247.

Oxford, R. L. (2002). Language learning strategies in a nutshell: Update and ESL suggestions. Methodology in language teaching: An anthology of current practice, 124-132.

Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23.

Oxford, R. L., & Ehrman, M. E. (1995). Adults' language learning strategies in an intensive foreign language program in the United States. System, 23(3), 359-386.

Plag, I. (2018). Word-formation in English. Cambridge University Press.

Rubin, J. (1975). What the “good language learner’ can teach us TESOL Quarterly 9, 41-51.

Smith, R. C. (2012). Situational Language Teaching. ELT Journal, 2(4), 71-79.

Strike, K. A., & Egan, K. (Eds.). (2010). Ethics and Educational Policy (International Library of the Philosophy of Education Volume 21). Routledge.

Thorburry, S. (2002). How to teach vocabulary. England: Pearson Education Limited.

Weiss, R. S. (1995). Learning from strangers: The art and method of qualitative interview studies. Simon and Schuster.

Wen, Q., & Johnson, R. K. (1997). L2 learner variables and English achievement: A study of tertiary-level English majors in China. Applied linguistics, 18(1), 27-48.

You, C. J., & Dörnyei, Z. (2016). Language learning motivation in China: Results of a large-scale stratified survey. Applied Linguistics, 37(4), 495-519.

You, C., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.



  • There are currently no refbacks.

Copyright © 2015 - 2023. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll 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).