Beliefs about language learning and strategy use of Thai students leaning Japanese and Chinese languages.
1
Issued Date
2006
Resource Type
Language
eng
Rights
Mahidol University
Suggested Citation
Fujiwara, Takayoshi. (2006). Beliefs about language learning and strategy use of Thai students leaning Japanese and Chinese languages.. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/32866
Title
Beliefs about language learning and strategy use of Thai students leaning Japanese and Chinese languages.
Author(s)
Other Contributor(s)
Abstract
The objective of this study is (a) to investigate the structure of language learning
beliefs of Thai university students and these students’ use of language learning
strategies, and (b) to examine the relationships between these two variables. This
research also explores whether there are significant differences among groups of
students with different learning experiences, and demographic backgrounds, in
terms of these two variables. 382 Thai students learning Japanese or Chinese as a
foreign language at Thai universities completed a questionnaire, comprising
Horwitz’s (1997) Beliefs About Language Learning (BALLI), Oxford’s (1990)
Strategy Inventory for Language Learning (SILL). In the third part of the
questionnaire, demographic data were obtained, and their past experiences regarding
foreign language learning were also measured. Factor analyses identified six
dimensions in the belief structure and seven dimensions in the strategy use.
Significant differences were identified between groups of students with different
secondary educational backgrounds. Students graduating from local Thai high
schools are significantly different from those graduating from international schools
and high schools abroad (mainly in English-speaking countries) along the strength
of the language learning beliefs and the learning strategy use frequencies. This
tendency was also found between two groups of students with different foreign
language learning experiences. Students who have had learned any other foreign
language before were significantly different from those without such experience.
The study also found that language learning beliefs strength and strategy use
frequencies were strongly related each other. Four of the six identified belief factors
were highly linked to almost all the seven factors of strategy use. These findings
suggest that prior learning experiences play a role in developing individuals’ beliefs
about language learning, as well as in shaping their learning behaviors. They also
imply reciprocal relationships between language learning beliefs and strategy use,
affecting and determining each other. Considering their potential influences on
achievements and processes in language learning, some pedagogical implications
from this research are discussed for language teachers.
Description
1st World Congress on the Power of Language: theory, practice and development, May 22-25, 2006. Queen Sirikit National Convention Center, Bangkok.