A case study of a successful and an unsuccessful foreign language learner

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This paper focuses on the investigation of the differences in multiple intelligences, learning styles, motivation and language learning strategies used by a successful and an unsuccessful foreign language learner. The study finds that the successful language learner has verbal/linguistic, intrapersonal and interpersonal intelligences while the unsuccessful one owns naturalistic intelligence. The study indicates that the successful learner was intrinsically motivated and the unsuccessful one studied English as foreign language to pass examination.

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A CASE STUDY OF A SUCCESSFUL AND AN UNSUCCESSFUL FOREIGN LANGUAGE LEARNER DIỄN CỨU NGƯỜI HỌC NGOẠI NGỮ THÀNH CÔNG VÀ KHÔNG THÀNH CÔNG MA Nguyen Van Thang1, MA, ThS. Phạm Hương Lan2, MA. 1 Thanh Dong University 2 Vietnam National University of Agriculture Abstract This paper focuses on the investigation of the differences in multiple intelligences, learning styles, motivation and language learning strategies used by a successful and an unsuccessful foreign language learner. The study finds that the successful language learner has verbal/linguistic, intrapersonal and interpersonal intelligences while the unsuccessful one owns naturalistic intelligence. The study indicates that the successful learner was intrinsically motivated and the unsuccessful one studied English as foreign language to pass examination. It was also found that the successful leaner used a wider range of language learning strategies for significantly learning English as a foreign language more frequently than the unsuccessful one. The former mostly used metacognitive strategies, compensation strategies, cognitive strategies, memory strategies and social strategies while the latter rarely used the language learning strategies. Key words: successful learner, unsuccessful learner, multiple intelligences, learning styles, motivation, language learning strategies 1. Introduction Ever since the seminal works of Rubin (1975) and Stern (1975), the passion for researching the good language learner has shown no sign of waning. Starting from the assumption that “if we knew more about what the successful learners did, we might be able to teach these strategies to poorer learners to enhance their success record” (Rubin, 1975, p.42), earlier studies focused mainly on language learning strategies. Up to date, research in the field has covered both learner variables (for example: multiple intelligences, learning styles, motivation, attitude, aptitude, personality, gender, culture, context, beliefs, metacognition and autonomy), learning variables (for example: vocabulary, grammar, pronunciation, function, listening, speaking, reading and writing) as well as training 101
language learning expertise, teaching expertise, teacher cognition and teacher education (Brown, 2006; Rubin & Thompson, 2009). In Asia, the case studies of successful language learners have been conducted by a large number of researchers on different cases in EFL environment from many countries such as China, Taiwan, Japan, Iranian, and so forth. Although English as a foreign language has taught for few decades in Vietnam and more and more Vietnamese people try to learn English for working or studying and not everyone is successful in their language acquisition, Vietnamese successful and unsuccessful language learners have not received many deep looks from linguists as well as researchers. Therefore, it would appear to be desirable to investigate the characteristics and strategies found in successful and unsuccessful English learners in Vietnam. This study is hoped to be an attempt to bridge this gap in the literature. Hopefully, the findings would be specific and relevant to the learners and language learning environment in Vietnam. More specifically, the study works to gain the explanation for the following questions: 1. How do multiple intelligences, learning styles and motivation affect the successful and unsuccessful English learner? 2. What learning strategies do the learners employ in their English learning? Ho Thi Van considered as a successful English learner and Pham Thi Thanh Huyen considered as an unsuccessful one were selected to do research. They allow me to use their real name in my paper. Van got 6.5 IELTS when she was at grade 11. After gaining bachelor of Business Administration at Thanh Dong University, she took part in IELTS examination organized by IDP Education again and got 7.5. She was a lecturer of Thanh Dong University in 2 years and then she obtained scholarship in Australia. At present, she is studying MA course in Australia. Pham Thi Thanh Huyen was a classmate of Van. at Thanh Dong University, students must get 450-score TOEIC to graduate. Although she tried her best, she failed 3 times in getting this score. Thus, she tried her best to gain 450-score TOEIC in fourth time to graduate. 2. Theoretical framework 2.1. Good Language Learners A number of recent studies on language learning styles and strategies have attempted, tried to define the good language learner. During the 1970s, teachers and researchers reached conclusion that no single method of language teaching and research findings would end to the universal success in teaching a second language (Brown, 2006). It seems that learners would be successful in language learning regardless of methods or teaching techniques. In this regard, Brown (2006, p.132) says that, “Certain people appeared to be endowed with abilities to succeed; other slacked those abilities”. Many observations and research studies (Rubin, 1975; Rubin & Thompson, 2009; Stern, 1975) try to describe good language learners in terms of personal 102
characteristics, styles, and strategies. In this regard, Rubin and Thompson (2009) believe that a good language learner possesses some of the 14 characteristics. Good language learners (1) find their own way, take responsibility for their own learning; (2) organize information about the language and their own program of study; (3) are creative, and try to feel the language by experimenting its grammar and words; (4) create their own opportunities to practice in using the language inside and outside the classroom; (5) learn to live with uncertainty by not getting confused and by continuing to talk or listen without understanding every word; (6) use memory strategies to bring back what has been learned; (7) make errors work for them and not against them (don’t stop talking for fear of errors); (8) use linguistic knowledge, including knowledge of the first language, in learning a second language; (9) use contextual cues to help them in comprehension; (10) learn to make intelligent guesses; (11) learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”; (12) learn to use certain tricks to keep conversations going; (13) learn certain production strategies to fill in gaps in their own competence; (14) learn different styles of speech and writing and learn to vary their language regarding the formality of the situation. The studies on defining the good language learner provide a basis for the understanding of what good language learners do in order to learn a second language. Finding and clarifying the strategies of successful language learners helps the teachers and researchers to teach these strategies to less successful learners. On the other hand, the methods and criteria of determining a good language learner is unclear and under question. It seems easy to classify a language learner as a good one: if he/she has developed the four basic skills and can use them successfully, he/she is considered as a good language learner. The problem is to decide about a learner who has only learned one or two of these skills. Speed of acquisition, learner’s previous exposure to English, learner’s goal, and student’s level of proficiency should be taken into account in determining the good language learner (Sewell, 2003). However, understanding and knowing the strategies and techniques t h a t good language learners use, can help them enhance learning efficiency. 2.2. Multiple intelligences In 1989, Howard Gardner proposed the Multiple Intelligences (MI) theory with 7 types of intelligences which many teachers and educators have known. In 1996, he added an eighth intelligence called naturalist. The Multiple Intelligence (MI) theory offers teachers a way to examine and adopt the best teaching techniques and strategies in light of student’s individual differences. It also encourages educators to view learners as equals regardless of quotient produced from a traditional intelligence exam. Teachers are aware of the fact that every classroom is full of students with different areas of interest, different ways of expressing themselves, different strengths and weakness and recognize that an effective teaching and learning is to help students appreciate their strengths and 103
improve their weakness. Without doubt that Gardner deserves everyone’s gratitude, in particular, language teachers appreciate how well the theory applies in the language- learning process. With the help of the theory, language teachers can create activities flexible, reflective, logical, and creative for diverse students’ individual differences. These intelligences can be clearly described as follows: Logical/Mathematical Intelligence-The ability to use numbers effectively and reason well. Sample skills are understanding the basic properties of numbers, the principles of cause and effect, and the ability to predict. Verbal/Linguistic Intelligence-The ability to use words effectively, both orally and in writing. Sample skills are remembering information, convincing others to help, and talking about language itself. Visual/Spatial Intelligence-The ability to sense form, space, color, line, and shape. Sample skills include the ability to represent visual or spatial ideas graphically. Bodily/Kinesthetic Intelligence-The ability to use the body to express ideas and feelings, and to solve problems. Sample skills are coordination, flexibility, speed, and balance. Musical/Rhythmic Intelligence-The ability to sense rhythm, pitch, and melody. Sample skills are recognizing simple songs and being able to vary speed, tempo, and rhythm in simple melodies. Interpersonal Intelligence-The ability to understand another person’s moods, feelings, motivations, and intentions. Sample skills are responding effectively to other people, problem solving, and resolving conflict. Intrapersonal Intelligence-The ability to understand yourself, your strengths, weakness, moods, desires, and intentions. Sample skills are understanding how one is similar to or different from others, reminding oneself to do something, knowing about oneself as a language learner, and knowing how to handle ones’ feelings. Naturalist Intelligence-The ability to recognize species of plants or animals in one’s environment. 2.3. Learning Styles According to Gardner (1985), learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning. These theories propose that all people can be classified according to their 'style' of learning, although the various theories present differing views on how the styles should be defined and categorized. A common concept is that individuals differ in how they learn. Felder (2005) divides learning styles into 4 couple types: active and reflective learners; sensing and intuitive learners; visual and reflective learners; and sequential and global learners. 104
Active and reflective learners: Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. Active learners tend to like group work more than reflective learners, who prefer working alone. Everybody is active sometimes and reflective sometimes. Sensing and intuitive learners: Sensing learners tend to like learning facts; solving problems by well-established methods; be patient with details and good at memorizing facts; and dislike complication and surprise; intuitive learners often prefer innovating; discovering possibilities and relationships; may be better at grasping new concepts; and dislike repetition.. Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors. Everybody is sensing sometimes and intuitive sometimes. Visual and verbal learners: Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally. Sequential and global learners: Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it. 2.4. Motivation 2.4.1. Definitions of motivation Motivation is very hard to define. As Gardner (2006, p.242) states “motivation is a very complex phenomenon with many facets (…) Thus, it is not possible to give a simple definition”. Therefore, there are many different definitions of motivation, especially in language learning. Lightbown, Spada, Ranta, and Rand (2013) note that motivation in second language learning is quite complicate to study which can be explained in terms of two factors: learner’s communicative needs and their attitudes towards the second language community. In addition, Parsons, Hinson, and Sardo-Brown (2001) define motivation as an important component or factor in the learning process. Learning and motivation have the same importance in order to achieve something. Learning makes us gain new knowledge and skills; and motivation pushes us or encourages us to go through the learning process. Gradner (1985), in his socio-educational model, notes that motivation is perceived to be composed of three elements. These are effort, desire and affect. Effort refers to the time 105
spent studying the language and the drive of the learner. Desire indicates how much the learner wants to become proficient in the language, and affect means the learner’s emotional reactions related to language study. 2.4.2. Classification of Motivation Brown (2006) asserts that studies of motivation of second/foreign language learners often refer to a distinction between two types of motivation namely, instrumental versus integrative motivation. Gardner (1985, p. 203) defines instrumental motivation as "learning a language because of someone or less clearly perceived utility it might have for the learner". More specifically, a learner is instrumentally motivated when he/she wants to learn a language "to pass an examination, to use it in one's job, to use it in holiday in the country, as a change from watching television, because the educational system requires it" (Wilkins, 1972, p.184). On the other hand, integrative motivation was defined as "learning a language because the learner wishes to identify himself with or become integrated into the society” of the target language (Gardner, 1985, p.203). Therefore, a learner is integratively motivated when he/she learns a language because he/she wants to "know more of the culture and values of the foreign language group (…) to make contact with the speakers of the languages (…) to live in the country concerned" (Wilkins, 1972, p.184). The motivation is also classified into two main categories as the following: Extrinsic motivation refers to a desire to get a reward and avoid punishment. It emphasizes external need to persuade the learner to take part in learning activity (Arnold, 1999), such as homework, grade, or doing something to please teachers. Both integrative and instrumental motivations are also grouped under the branch of the extrinsic motivation (Harmer, 2009). As extrinsic motivation is based on external outcomes such as rewards and punishment. This motivation could bring a negative impact to the students, because with extrinsic motivation, students do not learn with their strong intention or will but they study it because they are pushed by the interest in the rewards or the punishment. When a student is learning because he is promised rewards or because he wants the rewards, he will be highly motivated to come to classes and learn and achieve the goal that is set for him. But when these rewards are taken away, or sometimes even if they do not see any punishment, the student will not be interested in coming to class and learn the language any longer. Intrinsic motivation refers to learning itself having its own reward (Arnold, 1999). It means the learners are willingly and voluntarily (not compulsorily) try to learn what they think it is worth or important for them. When students have intrinsic motivation, they have the internal desire to learn and they do not have the need for external outcomes. There are no negative impacts in having intrinsic motivation. In addition, intrinsic 106
motivation pushes the student to learn without rewards, because the need is innate or come from inside or depends on their own will. Lightbown et al. (2013) mention that teachers do not have many effects on students’ intrinsic motivation since the students are from different backgrounds and the only way to motivate students is by making the classroom a supportive environment. 2.5. Language Learning Strategies 2.5.1. Definition of Language Learning Strategies In studies of good language learners, researchers mentioned lots of various behaviors that they referred to globally as strategies; some managed to describe strategies more specifically. Learning strategies have been described (Wenden and Rubin, 1987, p.19) as “any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information”. It was argued that learning strategies are intentional behavior and thoughts that learners make use of during learning in order to better help them understand, learn, or remember new information. Learning strategies were also illustrated as special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. Hence, learning strategies were seen as special ways of processing information that improve comprehension, learning, or retention of the information. Whereas prior descriptions of learning strategies paid more attention to products of learning and behaviors reflecting unobservable cognitive processes, definitions eventually provided clearer understanding of what learners think and do during language learning. Furthermore, it was stated that learning strategies are processes which are consciously selected by learners and which may result in actions taken to enhance the learning or use of a second or foreign language through the storage, retention, recall, and application of information about that language. One of the most applicable definitions which have been cited most frequently in the literature was provided by Oxford (1990). She defines language learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford, 1990, p. 8). It is, indeed, a reflection of what the learner intends to do and the specific actions he can take. She also, prominently, includes how context plays a crucial role in the language learning process. 2.5.2. Classification of Language Strategies By referring to the literature, it seems that the most inclusive taxonomy of language learning strategies is provided by Oxford's (1990). Oxford divided language learning strategies into two main categories, direct and indirect strategies which are also subdivided into six classes. Direct strategies, which involve the new language directly, are divided into Memory, cognitive and compensation strategies. As Oxford's (1990, p.37) says, “all direct 107
strategies require mental processing of the language”. Memory strategies entail the mental processes for storing new information in the memory and for retrieving them when needed. These strategies consist of four sets that include creating mental linkages; applying images and sounds; reviewing well; and employing action. Cognitive strategies entail conscious ways of handling the target language and fall into four sets which include practicing; receiving and sending messages; analyzing and reasoning; and creating structure for input and output. Compensation strategies enable learners to use the language either in speaking or writing despite knowledge gaps. These strategies are divided into two sets: guessing intelligently and overcoming limitations in speaking and writing. According to Oxford's (1990), compensation strategies are employed by learners when facing a temporary breakdown in speaking or writing. Indirect strategies include metacognitive, affective and social strategies. Indirect strategies provide indirect support for language learning by employing different strategies such as focusing, arranging, evaluating, seeking opportunities, and lowering anxiety Oxford's (1990). Metacognitive strategies enable learners to control their own cognition. They are strategies which entail overviewing and linking with material already known, paying attention, delaying speech production, organizing, setting goals and objectives, planning for a language task, looking for practice opportunities, self-monitoring and self- evaluating. Affective strategies assist students to manage their emotions, motivation, and attitudes associated with learning. They can be achieved through lowering anxiety, encouraging oneself, and taking emotional temperature. Social strategies facilitate language learning through interactions with others. Language is a form of social behavior and learning it involves other people, and it is extremely important that learners employ appropriate social strategies in this process Oxford's (1990). These strategies are divided into three sets, namely as asking questions, cooperating, and empathizing with others. Sixty- two strategies have been illustrated which include every strategy that is referred to in previous studies conducted in language learning strategies. In fact, this effort provided a basis for an instrument, The Strategy Inventory for Language Learning (SILL), designed to obtain information concerning strategy use of language learners in learning a second language as well as a foreign language (SILL version 7.0). Even though Oxford’s classification system is defined plainly, but she highlights that the present understanding of learning strategies is still in its primary stages, and “it is only a proposal to be tested through practical classroom use and through research” (Oxford, 1990, p. 16). 3. Methods 3.1. Research questions The present research mainly aims to describe the multiple intelligences, learning styles, motivation and language learning strategies of one successful and one unsuccessful foreign language learner. Thus, two questions will be employed as following: 108
(1) How do multiple intelligences, learning styles and motivation affect the successful and unsuccessful English learner? (2) What learning strategies do the learners employ in their English learning? 3.2. Data collection instruments In this study, the data were collected through questionnaires for multiple intelligences, learning strategies and language learning strategies; interview for motivation and learning conditions. The multiple intelligences model based on Gardner’ theory was adapted from the website www.mypersonality.info (retrieved on 10th May 2021). The participants were asked to answer 80 questions by ticking rarely (less than 40% of time), sometimes (40-70% of time), usually (more than 70% of time). The author employed the questionnaire of Dr. Richard Felder (2005) from the website http://www.engr.ncsu.edu/learningstyles/ilsweb.html (retrieved on 10th May 2021). The participants were asked to answer 40 questions. To answer question, participants need to tick (a) or (b). The Strategy Inventory for Language Learning (SILL) by Oxford (1990) was used to assess the frequency use of language learning strategies. In the SILL, language learning strategies were grouped into six categories for assessment: compensation strategy (9 items), cognitive strategy (14 items), compensation strategy (6 items), metacognitive strategy (8 items), affective strategy (6 items) and social strategy (6 items). The response options used a five-point Likert Scale ranging from “strongly disagree” to “strongly agree”. In other words, participants were asked to indicate whether they “strongly disagree”, “disagree”, “neutral”, “agree” or “strongly agree”. Each response was given a score from 1 (strongly disagree) to 5 (strongly agree). “Questionnaire for Interviews with L2 Learners” (Naiman et al., 1978) was adapted as interview questions to find out the motivation and learning conditions of the successful and the unsuccessful foreign language learner. The interview with Van had done via skype because the participant lives oversea. For Huyen, the face-to-face interview had done. 3.3. Participants’ background The participants of the study are two Vietnamese learners in learning English as a foreign language, one learner has achieved very high level of proficiency in English and one is reverse, unsuccessful. Both of them are female, belong to the age of 25. They allow me to use their real name in my paper. As discussed in Introduction, their names are Ho Thi Van, who is considered to be the successful learner, and Pham Thi Thanh Huyen, considered as the less successful one. Van is the only child, was born and lives in Hai Duong city with her parents. Her father is a lecturer at Thanh Dong University and her mother is an English teacher at a high school in Hai Duong city. She started learning English when she was at grade 3. Because of her 109
mother being an English teacher, she was familiar with English environment when she was small. There were many pictures with English words put on the wall in her house by her mother. Moreover, from the candle, she wallowed in English songs. When she was a high school student in grade 11, she got 6.5 IELTS. After gaining bachelor of Business Administration at Thanh Dong University, she took part in IELTS examination organized by IDP Education again and got 7.5. She worked as a lecturer at Thanh Dong University in 2 years and then she obtained scholarship in Australia. At present, she is studying MA course in Australia. Pham Thi Thanh Huyen (unsuccessful learner) comes from Hoa Binh province. Her parents are cultivators. She started learning English when she was at grade 6 at a local school in her hometown but she did not pay much attention to this subject. Mathematics, Physics and Chemistry are her favorite subjects and she just concentrated on them when she was a high school student. She and Van were classmates at Thanh Dong University. At Thanh Dong University, students must get 450-score TOEIC to graduate. Although she tried her best, she failed 3 times in getting this score. Thus, she tried her best to gain 450-score TOEIC in fourth time to graduate. 4. Findings 4.1. Research question 1 4.1.1. Multiple Intelligences In order to check multiple intelligences of Van and Huyen, the author employed the questionnaire from the website www.mypersonality.info. This questionnaire is a free version based on closely on Gardner’s Multiple Intelligence Theory. The result of Van shows that her intelligences are intrapersonal, verbal/linguistic and interpersonal with 85%, 83% and 82% respectively. It means that Van has the ability to understand herself, knows thoroughly her strengths, weaknesses, desires to make up suitable plan to develop her strong points and improve her weak points. In addition, she owns the ability to use words effectively both oral and written language. She is also good at interact with other people The result of Huyen indicates that she has naturalistic intelligence with 65%. It means that she is more in tune with nature and is interested in nurturing, exploring the environment and learning about other species. The result also shows that her verbal/ linguistic and interpersonal intelligence is quite low with 25% and 23% respectively. After analyzing the results, it can be said that with high verbal/linguistic, intrapersonal and interpersonal intelligences, Van has more opportunities to become successful foreign language learner than Huyen who owns naturalistic one. 110
4.1.2. Learning styles Table 1: The results of learning styles of Van ACT X REF 11 9 7 5 3 1 1 3 5 7 9 11 SEN X INT 11 9 7 5 3 1 1 3 5 7 9 11 VIS X VRB 11 9 7 5 3 1 1 3 5 7 9 11 SEQ X GLO 11 9 7 5 3 1 1 3 5 7 9 11 (ACT: active, REF: reflective, SEN: sensing, INT: intuitive, VIS: visual, VRB: Verbal, SEQ: Sequential, GLO: global) As shown in the table 1, Van got 7/11 of active factor. It means that she is active learner. She can retain and understand information best by discussing it, applying it or explaining it to others. She is active in acquiring foreign language. For sensing and intuitive learning styles, she gained 1/11 of intuitive factor, quite balanced, which means she can balance between solving problems by well-established methods and surprises; and she is practical, careful and innovative in learning. For visual and verbal learning styles, she got 1/11 of visual factor, quite balanced. It represents that she is capable of processing information presented either visually or verbally, which is a characteristic of good learner. Van achieved 7/11 of global factor, which means she tends to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly getting it and she is able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture Table 2: The results of learning styles of Huyen ACT X REF 11 9 7 5 3 1 1 3 5 7 9 11 SEN X INT 11 9 7 5 3 1 1 3 5 7 9 11 VIS X VRB 11 9 7 5 3 1 1 3 5 7 9 11 SEQ X GLO 11 9 7 5 3 1 1 3 5 7 9 11 (ACT: active, REF: reflective, SEN: sensing, INT: intuitive, VIS: visual, VRB: Verbal, SEQ: Sequential, GLO: global) 111
As shown in the table 2, Huyen achieved 9/11 of reflective factor, which means she can gain understanding most thoroughly and effectively when she is allowed the freedom to take time to reflect on the information and instruction she has been given; and she needs thinking time during lectures. For sensing and intuitive learning styles, she got 2/11 of sensitive factor, quite balanced. She shares some common points with Van in this type of learning styles but she seems to be more comfortable with mathematical formulations with 2/11 of sensitive factor. For visual and verbal learning styles, she gained 7/11 of visual factor, which means that she remembers best what they see – pictures, diagrams, flow charts, time lines. However, in her class, very little visual information is presented, she mainly listens to lectures and reads material written on chalkboards and in textbooks and handouts. Huyen got 5/11 of sequential factor. It represents that she can gain understanding in linear steps, with each step following logically from the previous one and may not understand material fully but are still able to solve problem and pass tests. After analyzing the learning styles of Van and Huyen, it can be clearly seen that Van is more active than Huyen in acquiring new knowledge and in solving problem. She is balanced in visual and verbal learning styles, which helps her accommodate easily to varied teaching styles and gain knowledge. Huyen is quite passive in learning and usually does follow plan and feels hard when meeting surprises. In addition, she just learns better when teacher uses visual tools while in her schools, her teachers applied grammar translation methods, which did not create more motivation for her in learning English. 4.1.2. Motivation The author adapted the interview questions of Naiman et al. (1978) to find out the motivation of the successful and the unsuccessful foreign language learner. When being asked about the reason of learning English, Van said “I learn English because of loving it, not because of examination or something like that. I extremely adore British and American culture and music. Britney Spears, Justin Timberlake, One Direction are my idols, I want to learn English to understand lyrics of my favorite songs. Moreover, I want to have an ear for poetry and novel in original copy.” Thanks to the love of English language, she spends a lot of time leaning new English words, to read favorite books, to watch British and American TV shows, and listening to English songs, radio, which makes her English ability increasingly better. Huyen answered “I learn English because of examination. I must learn it to pass all examinations.” Thus, she just learns English when examination comes. To answer the question “what motivated you to study English”, Van said “I study English to gain more knowledge; to travel around the world and to communicate with other people over the world. Studying English enables me to better understand and appreciate the ways of life of native English speakers”. Huyen responded that “high scores motivated me to study English but I rarely get them, which makes me so sad”. About the goal of studying English, Van shared “My childhood dream is becoming a tour guide and an English teacher. Becoming a tour guide, I can present the hidden charm 112
of Vietnam to tourists over the world. Being an English teacher, I can transfer my knowledge to other people and participate freely in academic, social and professional activities among other cultural groups”. As for Huyen, her goal of studying English is “to get a good job with high salary with English after graduation”. The importance of motivation in learning a foreign language was often indicated by several researchers. Gardner (2006) found that motivation affects foreign language achievement, and positive attitudes and motivation are related to success in foreign language learning. If the learner has little motivation there is no reason to take risks in using the language. The information discussed above indicates that Van is really interested in studying English and she herself is aware of necessity of acquiring English. She has the internal desire to learn and does not have the need for external outcomes. Van has intrinsic motivation. As discussed in literature review, intrinsic motivation pushes her to learn without rewards, because the need is innate or come from inside or depends on her own will. Intrinsic motivation is one of the important factors to contribute to her success in learning English as foreign language. About Huyen, she studies English because of avoiding punishment and passing examinations. She owns extrinsic motivation. She is very easy to lose heart or give up when she fails in trouble in learning English, which is one factor to make her unsuccessful in learning foreign language. 4.2. Research question 2 4.2.1. Language Learning Strategies The result from Strategy Inventory for Language Learning (SILL) is shown as following: TABLE 3: The results of Memory strategy on SILL of participants (Full score is 5) Part A Huyen Van 1. I think of relationships between what I already know and new 3 4 things I learn in the SL. 2. I use new SL words in a sentence so I can remember them. 2 5 3. I connect the sound of a new SL word and an image or picture of 1 5 the word to help me remember the word. 4. I remember a new SL word by making a mental picture of a 2 4 situation in which the word might be used. 5. I use rhymes to remember new SL words. 3 4 6. I use flashcards to remember new SL words. 2 3 7. I physically act out new SL words. 1 2 8. I review SL lessons often. 2 4 9. I remember new SL words or phrases by remembering their 1 5 location on the page, on the board, or on a street sign. Average 1.89 4 113
This memory strategy includes 9 sub-strategies as shown in Table 3. Those statements represent very important strategies for vocabulary learning particularly within the Communicative Language Teaching approach. According to data shown above the employment of this strategy by two students is awfully different; on an average, V a n mostly uses this type of strategies more often with more variables than Huyen. In addition, Van tends to remember vocabulary in specific contexts. In particular, the way of learning new English words by using pictures or images; putting new words in sentences; and remembering new English words or phrases by remembering their location on the page, on the board, or on a street sign of Van, the successful language learner is remarkable while Huyen never or almost never do like that. Both of them never or almost never physically act out new English words. Table 4: The results of Cognitive Strategy on SILL of participants (Full score is 5) Part B Huyen Van 1. I say or write new SL words several times. 4 4 2. I try to talk like native SL speakers. 1 3 3. I practice the sounds of SL. 2 5 4. I use the SL words I know in different ways. 3 4 5. I start conversations in the SL. 2 5 6. I watch SL language TV shows spoken in SL or go to movies 1 5 spoken in SL. 7. I read for pleasure in the SL. 1 5 8. I write notes, messages, letters, or reports in the SL. 1 5 9. I first skim an SL passage (read over the passage quickly) then 3 4 go back and read carefully. 10. I look for words in my own language that are similar to new 3 2 words in the SL. 11. I try to find patterns in the SL. 2 4 12. I find the meaning of an SL word by dividing it into parts that I 3 4 understand. 13. I try not to translate word for word. 1 4 14. I make summaries of information that I hear or read in the SL. 3 4 Average 2.14 4.14 This cognitive strategy includes 14 sub-strategies as shown in Table 4. The use of this type of strategies of Huyen and Van is extremely different and Van mostly uses these types of strategies more than Huyen. The successful language learner generally use each 114
statement at high level. She highly report that her strategies on watching English language TV shows and programs; reading English newspapers, English magazines, English books for pleasure; and writing notes, letters or reports in English. She can use information received from TV shows or programs that she watched or newspapers, books that she read to write reports, notes or diary. It is good way to improve reading and listening comprehension and make writing skill better. Huyen, the unsuccessful foreign language learner, does not use those strategies. Meanwhile Van tries to understand a word in context and sentence, Huyen usually looks for words in Vietnamese that similar to new words in English and tries to translate words for words. However, Van and Huyen share a common point, they say and write new English words in several times to learn vocabulary. Table 5: The results of Compensation Strategy on SILL of participants (Full score is 5) Part C Huyen Van 1. To understand unfamiliar SL words, I make guesses. 2 5 2. When I can't think of a word during a conversation in the SL, I 4 4 use gestures. 3. I make up new words if I do not know the right ones in the SL. 2 3 4. I read SL without looking up every new word. 1 4 5. I try to guess what the other person will say next in the SL. 2 5 6. If I can't think of an SL word, I use a word or phrase that means 3 4 the same thing. Average 2.33 4.17 This compensation strategy includes 6 sub-strategies as shown in Table 5. As shown in the above table, Van takes advantages of the types of strategies more than Huyen and the difference is remarkable. When Huyen reads English texts, she does not guess the meaning of new words, almost always looks up them in dictionary or she rarely guess what the other person will say next in English. Van has an opposite point of view. She uses making guesses in order to understand unfamiliar English words and tries to guess the other person will say next in English. Both of them usually use gestures when they cannot think of a word during a conversation. Table 6: The results of Metacognitive Strategy on SILL of participants (Full score is 5) Part D Huyen Van 1. I try to find as many ways as I can to use my SL. 3 5 2. I notice my SL mistakes and use that information to help me 3 4 do better. 3. I pay attention when someone is speaking SL. 1 3 4. I try to find out how to be a better learner of SL. 4 4 115
5. I plan my schedule so I will have enough time to study SL. 3 4 6. I look for people I can talk to in SL. 4 4 7. I look for opportunities to read as much as possible in SL. ` 3 5 8. I have clear goals for improving my SL skills. 2 4 9. I think about my progress in learning SL. 3 5 2.89 4.22 This metacognitive strategy includes 9 sub-strategies as shown in Table 6. Beside some differences in metacognitive strategies, Van and Huyen share two same points. They usually try to find out how to be a better learner of English and look for people can talk to in English to become better English learner. However, Huyen does not pay attention when someone is speaking English and is not clear about goals for improving her English skills. Meanwhile, Van mostly tries to find as many ways as she can to use English and looks for opportunities to read as much as possible in English. Furthermore, she always thinks about her progress in learning English and learns from her mistakes, which helps her English ability better. Table 7: The results of Affective Strategy on SILL of participants (Full score is 5) Part E Huyen Van 1. I try to relax whenever I feel afraid of using SL. 2 3 2. I encourage myself to speak SL even when I am afraid of 3 5 making a mistake. 3. I give myself a reward or treat when I do well in SL. 3 5 4. I notice if I am tense or nervous when I am studying or 3 3 using SL. 5. I write down my feelings in a language learning dairy. 2 2 6. I talk to someone else about how I feel when I am learning 4 4 SL. 2.83 3.67 This affective strategy includes 6 sub-strategies as shown in Table 7. Their uses of these strategies are quite close. They somewhat notice if they are tense or nervous when studying English, and usually talk to someone else about how they feel when they are learning English the most, but normally do not write down her feelings in a language learning diary. However, Huyen is usually afraid of make mistakes when speaking English. Van mostly encourages herself to speak English even when she makes mistakes and when doing well in English, she gives herself a reward to foster herself. 116
Table 8: The results of Social Strategy on SILL of participants (Full score is 5) Part F Huyen Van 1. If I do not understand something in SL, I ask the other person 4 4 to slow down or say it again. 2. I ask SL speakers to correct me when I talk. 4 4 3. I practice SL with other students. 2 4 4. I ask for help from SL speakers. 2 4 5. I ask questions in SL. 2 4 6. I try to learn about the culture of SL speakers. 2 4 2.67 4 This social strategy includes 6 sub-strategies as shown in Table 8. Two participants use this strategy differently. Van uses these types of strategies much more than Huyen. Both of them usually ask others for help when having troubles in learning English. They share the idea that learners should usually ask English speakers to correct their mistakes. Van usually uses all the rest of social strategies. In opposite opinion, Huyen rarely cares about practicing English with other students, asking question in English or asking for help from English speakers or learning about the culture of English speakers. Table 9: The result on SILL of participants No. Strategy on SILL Huyen Van 1 Memory Strategy (remembering more effectively) 1.89 4 2 Cognitive Strategy (using all your mental process) 2.14 4.14 3 Compensation Strategy (compensating for missing 2.33 4.17 knowledge) 4 Metacognitive Strategy (organizing and evaluating your 2.89 4.22 learning) 5 Affective Strategy (managing your emotions) 2.83 3.67 6 Social Strategy (learning with others 2.67 4 Average 2.46 4.03 Table 9 shows the participants’ score on the strategies used. The table indicates that the average use of language learning strategies of Van, the successful foreign language learner, and Huyen, the unsuccessful one is 4.03, and 2.46 respectively. This outcome is consistent with previous studies in that more proficient language learners use more language learning strategies in language learning (O’Malley & Chamot, 1990). 117
As can be seen from the table, Van usually uses almost the following strategies: metacognitive strategy, compensation strategy, cognitive strategy, memory strategy and social strategy at level 4 or slightly higher level and she use affective strategy the least at 3.67. She uses metacognitive strategy the most at 4.22, which implies that she is able to “plan” for effective learning, “select” proper strategies for the task, “monitor” her learning process, “orchestrate various strategies” for the target task and finally she would “evaluate” the process and her strategy use of her language learning (Anderson, 2008). Metacognitive knowledge relates closely with enhancement in academic performance, and by using this strategy, Van can not only do better in school but further advance her English proficiency. It should also be noted that the successful learner also reported high use of compensation and cognitive strategies. It suggests that she not only knows how to choose proper strategies for the task (metacognitive strategy) but she knows what she should do to improve her English sub-skills (cognitive strategies). In addition, the high use of compensation knowledge implies that she has bigger polls of lexis which can help her guess intelligently in reading and listening and convey their intended meaning in speaking and writing. Regarding Huyen, she also employs the learning strategies but not frequently. She employs memory strategy the least at 1.89 and sometimes applies metacognitive strategy, affective strategy and social strategy. Rarely using learning strategies makes Huyen more difficult in planning for effective learning. 4.2.2. Learning conditions Learning conditions are also one important factor influenced on the foreign language acquisition. In this paper, the author adapted the model of Naiman et al. (1978) to analyze the formal and informal language learning setting of two participants. For formal setting, as the author described in participants, Van started learning English when she was 8 years old. She had many opportunities to communicate with English native speakers because she had some periods with them in her primary school. Classrooms are modernly equipped with projector, screen, computer, air conditioner. Her high school in Hai Duong city also has good learning environment and Van felt satisfied with almost things provided by these schools. She also said “the English teachers are extremely nice, enthusiastic and friendly all the time. Students can raise their hands and share their opinions anytime, which motives them in learning English a lot.” She majored in Business Administration at Thanh Dong University. The environment of Thanh Dong University is really great for her. She feels like a duck in water. She tries to employ English everywhere. About informal language learning setting, she followed some courses in Apolo English center where all teachers are English native speakers. She has ten American friends with whom she struck up friendship when she took part in summer camp in United States of American at the age of 14. One more very important factor is her mother is an English teacher and her mother creates English environment in her home. In contract, Huyen started learning English when she was at grade of 6 in local school. 118
Her class consisted of 50 students due to lack of equipment, classroom. In addition, before being an English teacher, her teacher was a French teacher. Due to lack of English teachers, she participated in training course to teach English. Thus, her teacher negatively influenced in English pronunciation. Moreover, teachers in her junior and senior high school applied only grammar translation method and focused on test-orientation. She and her classmates did not have opportunities to speak English or use English. When she was a student of Thanh Dong University, she had very good opportunities to improve her English ability. Unfortunately, she could not catch the opportunities and failed in learning English. About informal one, she did not have any foreign friends or follow any English courses outside her schools. Her parents are cultivators and they have 4 children. They work a lot and cannot guide her in learning English. 5. Discussion and Implications It has been found that multiple intelligences, learning styles, motivation and learning strategies influence a lot to foreign language learners. They may contribute to the success of Van in learning English as well as make Huyen fail in learning English. From the Behaviorist’s point of view, which underlines the significance of the environment, Van has had a great environment for learning English. She had lived in English environment that her mother has created and she has had a lot of opportunities to communicate with English native speakers. Furthermore, she likes listening British and American music and singing these songs when listening them. Watching TV shows like American Idol, The Voice of American, Britain’s Got Talent and other TV shows; and reading novels, talking with her American friends are good habit when learning English. Moreover, in learning English progress, she has tried to learn words in context or in sentences to avoid influencing by mother tongue. According to Behaviorists, that would improve language proficiency both in quantity and quality. Meanwhile, the English learning environment of Huyen is not good. In schools, her teachers used grammar translation methods and she just focused on grammar, structure and did not have opportunities to speak or listen. She does not like foreign TV shows or international music. About Constructive Analysis Hypothesis (CAH), English and Vietnamese are different language family. As for Van, that is a good condition to learn new language but for Huyen, in contrast, that is a big challenge. Unlike Van, Huyen usually looks up new words and translate words for words when studying English. She feels ashamed if she makes mistakes when speaking. According to the followers of Behaviorism, that is the reason of Van’s success in learning foreign language and why Huyen is unsuccessful. Regarding the Critical Period Hypothesis of Innatism theory, Van attended English classes at the age of 8, which is strong foundation to learn English well. Huyen started learning English when being 11 years old which is also good period to learn English well but many other factors negatively influenced on her study and made her unsuccessful. About the input hypothesis of Krashen’s “monitor model”, Van has learned and developed 4 macro skills: listening, speaking, reading and writing. For listening skill, she listened to songs and watched TV programs, focused on spoken language. For speaking 119
skill, she has made conversation with her American friends and her mother also has tried to speak with her in English at home. She has read a lot of books, magazines and tried to write reflection after reading. She usually write diary in English. Meanwhile, Huyen just focused on grammar and vocabulary. When she studied at Thanh Dong University, she did not spend a lot of time to practice speaking or listening. About the affective filter hypothesis, intrinsic motivation makes Van have positive side and overcome easily difficulties in learning English progress while Huyen has just learned because of passing examination, she is easy to give up when facing difficulties. Another school of language learning theories is called Interactionism which focuses obviously on interactions. As discussed in the results of multiple intelligence, one of intelligence of Van is interpersonal and Huyen is not good at interpersonal skill. Van interacts with strong motivation with her American friends. She actively interacts with them and can learn a lot from her foreign friends. In contrast, good interaction with other people is a challenge for Huyen. Van is good language proficiency because according to Comprehensible Output Hypothesis, Van can produce and notice things in order to be understandable while Huyen usually fails in making conversation and English. To help teachers in teaching and students in learning, the author would like to draw out some implications in teaching and learning as well. Firstly, the teachers need to deeply understand the multiple intelligences, learning styles, motivation and learning strategies of students. There are some mixed intelligences and learning styles in one class and teachers should not push them to do what teachers want. Teachers need to learn their intelligences, their learning styles to design proper lesson plans and activities. Teachers should use more visual aids like photos, pictures, flash cards, posters, brochures and ICT in teaching to involve students in lessons because a lot of students have visual learning styles. Moreover, the results of this study remind that teachers must continuously learn to improve their ability because learners need a good English environment and good learning conditions. Thus, teachers need to learn and create better environment to engage them to lessons. In addition, teachers try to be enthusiastic, devoted and passionate ones to support students and help them create intrinsic motivation in learning. Furthermore, teachers can help unsuccessful or less successful students to become successful in language learning by supplying them with a variety of strategies, training programs, such as awareness training, strategy workshop and strategies-based instruction in order to heighten learner awareness of their own strengths and weaknesses in language learning and the range of strategies which they can choose to help them learn the target language most efficiently and to develop responsibility for their own learning; in short, to develop autonomy. For learners, they should know what their learning styles are and find suitable learning strategies. They should be aware of their own strong points and weak points in language learning to choose the suitable learning strategies to help them learn the target language most efficiently. Besides, they should try to adjust in different environment. They should try as much as they can to have more oral activities. The more they can use English, the 120