Language Learning Strategies used by Chinese Students Studying in Online English Language Courses
Keywords:
Language learning strategies, English academic achievement, Online learningAbstract
students in online English language courses and investigated their relationship with academic achievement. The participants in this study consisted of 118 Chinese students who enrolled in the Fundamental English courses of the international program at the Faculty of Humanities, Chiang Rai Rajabhat University, Thailand. The research involved a mixed-methods approach, using both qualitative and quantitative data collection methods. The data was collected through online surveys and interviews with Chinese students studying in online English language courses. The results indicate that Chinese learners use a variety of language learning strategies (LLS), with Internet strategies being the most frequently used by high, medium, and low achievers, but not correlating with academic achievement. Time management strategies are the second most used, particularly among high achievers, while social strategies are used by all students. High achievers tend to use cognitive strategies more than medium and low achievers. The study found a significant correlation between LLS use and English academic achievement, with Memory, Cognitive, Metacognitive, and Self-Monitoring Strategies being strongly correlated, and Compensation, Social, Time Management, and Concentration Regulation Strategies correlated at a strong level. However, no significant relationship was found between Internet Strategies and academic achievement. These findings emphasize the importance of developing effective language learning strategies (LLS) training to support Chinese learners in online English language courses to improve their academic performance.
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