Please use this identifier to cite or link to this item: http://ssruir.ssru.ac.th/handle/ssruir/1113
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dc.contributor.authorGunniga AnugkakulTH
dc.date.accessioned2557-02-20T08:22:34Z-
dc.date.available2557-02-20T08:22:34Z-
dc.date.issued2557TH
dc.identifierabstract_English.pdfTH
dc.identifier.urihttp://ssruir.ssru.ac.th/handle/ssruir/1113-
dc.description.abstractThe objectives of this study are to (1) compare language learning strategies (LLSs) employed by Chinese and Thai students; (2) look for the frequency of LLSs they used; and (3) examine the relationship between the use of LLSs and variables � gender, nationality, and levels of English language proficiency. The Strategy Inventory for Language Learning (SILL) by Oxford (1990) was administered to 72 third-year students: 36 Chinese and 36 Thai students at Suan Sunandha Rajabhat University in Thailand, in the Academic Year 2009. The data obtained was analysed using descriptive statistics, t-tests, and chi-square tests. Three useful findings were found on the use of LLSs reported by Chinese and Thai students. First, Chinese students used overall LLSs significantly more frequently than Thai students. In terms of strategy groups, Chinese students used memory, cognitive, compensation, social, and affective strategies significantly more frequently than Thai students. Moreover, the study reveals new findings regarding the similarities and the differences between Chinese and Thai students in choosing available LLSs. Second, among the six strategy groups, the participants employed compensation strategy most frequently and memory strategy least frequently. The most frequently used strategies concern making positive statements, asking for clarification, and using resources for receiving messages, whereas the least frequently used strategies involve writing a language learning diary and making summaries of information. Third, the research results also show that gender and nationality have a significant effect on Chinese and Thai students' use of overall LLSs. However, the study reports that there is no statistically significant relationship between the students' use of overall LLSs and their levels of English language proficiency, but insights are offered for the teaching and learning of English as a foreign language in Thai universities, and for further research.TH
dc.titleA Comparative Study of Language Learning Strategies of Chinese and Thai students : A Case Study of Suan Sunandha Rajabhat UniversityTH
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