LANGUAGE LEARNING STRATEGIES OF MEDICAL STUDENTS IN EFL CONTEXTS: A BASIS FOR THE LEARNER-CENTRED APPROACH

Naruemol Kaotsombut Songsri Soranastaporn* Acharaporn Chantarasorn

Outline
! Introduction ! Statement of the Problem ! Purpose of the study ! Limitations & assumptions ! Significance of the study !Research design and methodology !Variables !Reliability of translation of the instrument !Distribution of final questionnaire and data collection !Data analysis procedures !Results

Introduction
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What are language learning strategies Learner-centred approach English should not be barrier to learn

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to explore the language learning strategies which are employed by first year Thai medical students at Mahidol University in the academic year 2004.

Purpose of the study

Statement of the problem

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the English proficiency of Thai students is inferior to other nationalities, such as Singaporeans, Filipinos, Malaysians, and Indonesians (Praphal, 2001) the students are not taught how to learn English by themselves

Ltrtr rve i au e e iw e
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L n u g lann srtge a g a e e rig tae is

aetc nq e o s e icpo e s sta lan r itnin l s lc i od rt r e h iu s r p cf rc s e h te res ne t al ee tn re o i o y a q i k o e g a dt fclaetero ln u g lann . c ur n wld e n o a itt h i wn a g a e e rig e i

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6T p so ln u g lann srtge y e fa g a e e rig tae is

(a) direct strategies: memory, cognitive, and compensation strategies (b) indirect strategies: metacognitive, affective, and social strategies (Oxford, 1990)

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Prvo srs ac e iu e e rh

Significance of the Study

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To help students to find efficient ways to acquire new knowledge To help English teachers to design teaching materials that are relevant to efficient language learning strategies of students to help subject teachers to teach and monitor learner progress efficiently.

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Research Design and Methodology

Population
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Population: 540 Thai first year medical students studying in the Faculties of Medicine, Mahidol University Subjects: 40% of these students were randomly selected so there were 216 subjects. participants: 163 (75.5%)

Research Design and Methodology

Instruments
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Strategy Inventory for Language Learning (SILL) questionnaire, developed by Rebecca Oxford (1986-1990)
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SILL is a five-point Likert rating scale questionnaire (1) never or almost never true of me, (2) generally not true of me, (3) somewhat true of me, (4) generally true of me, and (5) always or almost always true of me.

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English Entrance Scores

Research Design and Methodology

Data Analysis Procedure

1. Descriptive statistics analyses of all demographic and instrument items 2. Internal consistency (Cronbach Alpha) reliability analyses of subscales and/ or total scores of the instrument (.92)

Distribution of final questionnaire and data collection

Variables
The construct of language learning strategies: (a) direct strategies: memory, cognitive, and compensation strategies (b) indirect strategies: metacognitive, affective, and social strategies

Reliability of Translation of the Instrument

(a) preparing a preliminary survey instrument according to Brislins guidelines (1986); (b) selecting four bilingual translators according to Brislins guidelines (1986); (c) following back translation with four rounds; and (d) comparing the last translated version with the original version.

Results
Demographic of the Respondents
Demographic of the Respondents Sex Male Female Total Age 17 years 18 years 19 years 21 years Total 15 103 42 3 163 9.2 63.2 25.8 1.8 100 63 100 163 38.7 61.3 100.0 Amount %

Table of Frequency of Using Language Learning Strategies

Scale 5 4 3 2 1 Frequency of Using Language Learning Strategies Higher High Medium Low Lower Mean Range 4.505.00 3.504.49 2.503.49 1.502.49 1.001.49

Results

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Language Learning Strategies No. of Items 6 9 14 6 6 9 M SD Cronbach)s Cronbach) Alpha Average Frequency of Use of Strategies High Medium Medium Medium Medium Medium

Compensation Strategies Metacognitive Strategies Cognitive Strategies Affective Strategies Social Strategies Memory Strategies

3.52 3.26 3.03 2.84 2.79 2.73

.66 .67 .52 .62 .60 .50

.83 .78 .76 .81 .78 .80

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Average Frequency of Use of Strategies
Medium Medium Medium Medium Medium Medium Medium Low Low

Memory Strategies
2. using mental images 3. remembering by location

SD
.73 .97 .83 .94

Cronbachs Alpha
.91 .91 .91 .91 .92 .91 .91 .92 .92

1. thinking of relationships between what is 3.31 already known and new things 3.25

2.93 1.10

4. using new English words in a sentence to 2.92 remember them 5. connecting sounds of a new English word 2.85 and images 6. using rhymes 7. reviewing often 8. physically acting out new English words 2.63

2.65 1.03 .90 2.17 1.11

9. using flashcards to remember new English 1.87 1.01 words

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Cronbach s Alpha
.91 .91 .91 .91 .91 .91 .91 .91 .91 .91 .91 .91 .91 .91

Cognitive Strategies
1. trying to talk like native speakers 2. watching English TV or movies 3. skimming 4. dividing words for meaning 5. looking for similar words 6. avoiding verbatim translation 7. practicing the sounds of English 8. using English words in different ways 9. finding patterns in English 10. saying or writing new English words several times 11. reading for pleasure in English 12. writing notes or messages in English 13. starting conversations in English 14. making summaries

M
3.62 3.47 3.28 3.25 3.24 3.24 3.21 3.20 3.07 2.94 2.94 2.63 2.21 2.21

SD
.96 1.01 .94 .97 1.00 .98 .94 .95 .92 .95 1.05 1.02 .92 .92

Average Frequency of Use of Strategies

High Medium Medium Medium Medium Medium Medium Medium Medium Medium Medium Medium Low Low

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Average Frequency of Use of Strategies High High High High Medium Medium

Compensation Strategies
1. guessing unfamiliar words 2. using gestures during a conversation 3. making up new words 4. adjusting the message to communicate 5. reading without looking up word 6. guessing what the speaker will say

M 3.86 3.80 3.76 3.53 3.37 2.94

SD .85 .84 .80 .87 .98 .99

Cronbachs Alpha .91 .91 .91 .91 .91 .91

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Average Frequency Cronbach of Use of s Alpha Strategies
.91 .91 .91 .91 .91 .91 .91 .91 .91 High High Medium Medium Medium Medium Medium Medium Medium

Metacognitive Strategies
1. thinking about progress in learning English 2. finding out how to learn better 3. paying attention when someone speaks English 4. noticing mistakes 5. having clear goals 6. finding many ways to use English 7. looking for opportunities to read 8. looking for conversation partners 9. making a schedule to study English

M
3.97 3.75 3.49 3.43 3.42 2.94 2.94 2.81 2.71

SD
.95 .92 .98 .84 1.00 .85 .97 1.04 .93

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Average Frequency of Use of Strategies High

Affective Strategies
1. encouraging oneself to speak English even when afraid of making a mistake 2. relaxing when one feels bad 3. talking about feelings to someone else 4. noticing tension 5. giving self a reward 6. writing down feelings in a diary

M 3.55

SD .96

Cronbachs Alpha .91

3.37 2.94 2.80 2.71 1.72

.88 1.11 1.16 1.06 .97

.91 .92 .92 .91 .91

Medium Medium Medium Medium Low

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Average Frequency of Use of Cronbachs Strategies Alpha .92 .91 .91 .91 .91 .91 High Medium Medium Medium Low Low

Social Strategies
1. asking for slower delivery or repetition 2. asking for correction 3. learning about culture 4. practicing with others 5. asking for help 6. asking questions

M 3.59 3.18 2.75 2.58 2.45 2.18

SD .94 .92 1.01 .94 .98 1.01

Discussion
Compensation strategies " Metacognitive strategies " Cognitive strategies " Affective strategies " Social strategies " Memory strategies
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Implication of the Study

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The students should recognize that these strategies are useful for them when learning a language. Teachers should be aware of how to use language learning strategies as part of their instruction. Subject teachers can determine what strategies they should use to enhance their students learning, if they know what language learning strategies their students use.

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Thank you very much for your attendance and participation