A study of language learning strategies used and self-efficacy beliefs held by high- and low-achieving English major students
2
Issued Date
2013
Copyright Date
2013
Resource Type
Language
eng
File Type
application/pdf
No. of Pages/File Size
xii, 120 leaves : ill.
Access Rights
open access
Rights
ผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้า
Rights Holder(s)
Mahidol University
Bibliographic Citation
Thesis (M.A. (Applied Linguistics))--Mahidol University, 2013
Suggested Citation
Wilawan Thipsoda A study of language learning strategies used and self-efficacy beliefs held by high- and low-achieving English major students. Thesis (M.A. (Applied Linguistics))--Mahidol University, 2013. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/108396
Title
A study of language learning strategies used and self-efficacy beliefs held by high- and low-achieving English major students
Alternative Title(s)
การศึกษาการใช้กลยุทธ์ในการเรียนรู้ภาษาและการรับรู้สมรรถนะของตนเองของนักศึกษาครูสาขาวิชาภาษาอังกฤษที่มีผลสัมฤทธิ์ทางการเรียนรู้สูงและต่ำ
Author(s)
Abstract
The purposes of this study were: 1) to identify the level of use of the language learning strategies and their sub-categories by high-achieving and lowachieving English majors students 2) to identify the level of self-efficacy beliefs held by high-achieving and low-achieving English major students 3) to determine any significant differences in the use of language learning strategies between highachieving and low-achieving English major students, 4) to determine any significant differences in the level of self-efficacy beliefs held by high-achieving and lowachieving English major students, and 5) to determine a correlation between language learning strategies used and the level of self-efficacy beliefs held by high-achieving and low-achieving English major students. The total population was 309 fourth-year English major students from the Faculties of Education of four Rajabhat universities in Thailand. The sample consisted of 186 English major students. Subjects were selected by stratified, purposive, and simple random sampling techniques. They were divided into high- and low-achieving groups by using their grade point averages (GPA) and the high-low-27-percent group method. The Strategy Inventory for Language Learning (SILL) version 7.0, and the Questionnaire of English Self-Efficacy (QESE) were used to collect quantitative data. The reliability established by Cronbach's alpha coefficient was .96 and .97, respectively. The statistical devices used for quantitative data analysis were mean, standard deviation, the independent t-test, and the Pearson correlation. The major results show: 1) the high-achieving group used learning strategies at a high level whereas, the low-achieving group used learning strategies at a medium level. Metacognitive strategies were the most frequently used by the two groups of students. 2) High- and low-achieving English major students had high levels of English self-efficacy. 3) There was a statistically significant difference in language learning strategies used by high- and low-achie;
Description
Applied Linguistics (Mahidol University 2013)
Degree Name
Master of Arts
Degree Level
Master's degree
Degree Department
Faculty of Liberal Arts
Degree Discipline
Applied Linguistics
Degree Grantor(s)
Mahidol University