Jiao, Chen
(2024)
The Effect Of Language Learning
Strategy Instruction On The Academic
Achievement Of Below Average
Vocational College Efl Learners In
China.
PhD thesis, Universiti Sains Malaysia.
Abstract
Language learning strategy has been acknowledged as a significant technique for
English learning. Some effective strategies can make learners accomplish the questions
by themselves and feel powerful to regulate their English language learning process.
However, there are few studies related to the LLS instruction of below-average EFL
learners, and there are more problems that need to be explored. Several problems are
reported: 1) learners lack of knowledge on how to learn English effectively; 2) the
numbers of EFL below-average college learners are increasing. Consequently, the
purpose of this study was to 1) investigate the frequency and preference of LLS used by
below-average learners; 2) determine whether LLS instruction is effective in increasing
below-average EFL learners’ LSU and EAA; 3) explore the efficient LLS instruction
model for below-average EFL learners. Specifically, the study distributed SILL
questionnaires to 442 Chinese EFL college learners to investigate the frequency and
preference of LLS use. Intervention programme also conducted for 40 Chinese EFL
learners to explore the effect of LLS instruction on the LSU and EAA of below-average
learners. The study employed three instruments: (1) Strategy Inventory for Language
Learning (SILL); Tests of English academic achievement (EAA), namely, (2) Test-4
(CET-4) and (3) College English Final Exam (CEFE), which were conducted for pre-test and post-test of the intervention program. From a qualitative perspective, the study
applied outline of semi-structured interviews (OSIs). Overall, the study made analysis
and triangulation of the data from SILL, CET-4, CEFE, and SOIs common themes
referring to the LLS instruction, LSU, and EAA, and finally developed the efficient LLS
instruction model based on 20 interviewees’ report on LLS instruction.
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