English learning strategies and strategy instruction: a mixed methods study of EFL students in higher education

Resource type
Authors/contributors
Title
English learning strategies and strategy instruction: a mixed methods study of EFL students in higher education
Abstract
This thesis investigates the Language Learning Strategies (LLS) used by English as a Foreign Language (EFL) nursing students of higher education in Macao and the effectiveness related to students’ learning outcomes by Strategy Instruction (SI). To date there has been no literature in the area of SI among the Macao Chinese EFL higher education students on teaching all LLS groups, and on four main English skills to look at its effects on learning processes and outcomes at the same time, and this study starts to fill the gap. The research uses an embedded mixed methods research design in phase one and an embedded mixed methods quasi-experimental design in phase two. Phase one aimed to identify students’ LLS use. The findings revealed that students’ cognitive, metacognitive and compensatory strategies were used more than affective, memory-related and social strategies, and overall they used a medium to low level of LLS. In phase two, the effects of SI on students’ changes of LLS use, their proficiency and English learning processes were identified. After SI, students used LLS both more widely and frequently in all four main English skills. Most students’ motivation and self-confidence were enhanced. After SI the affective group of strategies in the treatment group statistically significantly improved, with a moderate effect size, from that of the comparison group. It was found that the widely used Strategy Inventory for Language Learning questionnaires by Oxford (1989c) had limited statistical power and some conceptual confusion. Recommendations are made for policy and practice of EFL instruction
University
University of Saint Joseph
Place
Macau
Date
2015
Notes

Supervisor : Keith Morrison & Ana Maria Correia; In Partial Fulfillment of the Requirements for the Degree of PhD in Education in the School of Education, University of Saint Joseph, 2015; Includes bibliography and index

Citation
Chan, M. L. (2015). English learning strategies and strategy instruction: a mixed methods study of EFL students in higher education [University of Saint Joseph]. http://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=174050