Beliefs about language learning and strategy use of Thai students leaning Japanese and Chinese languages.

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.