The use of self-regulated language learning strategies among Vietnamese english-majored freshmen: A case study

VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-10<br /> <br /> <br /> <br /> <br /> Original Article<br /> The use of Self-regulated Language Learning Strategies<br /> Among Vietnamese English-majored Freshmen: A Case Study<br /> <br /> Tran Quoc Thao*, Nguyen Chau Hoang Long<br /> Faculty of English Language, Ho Chi Minh City University of Technology (HUTECH),<br /> 475A Dien Bien Phu, Ward 25, Binh Thach, Ho Chi Minh, Vietnam<br /> Received 20 October 2019<br /> Revised 19 February 2020; Accepted 21 February 2020<br /> <br /> Abstract: Self-regulation of learning plays a vital role in improving second/foreign language<br /> learning as it can encourage the development of autonomous learners. It is seen that, nevertheless,<br /> ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated<br /> language learning (SRLL) strategies in their English language learning. The present study,<br /> therefore, aims at investigating the use of SRLL strategies by English-majored students at a<br /> university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in<br /> answering a closed-ended questionnaire. The results showed that students sometimes used SRLL<br /> strategies, and they used SRLL strategies for keeping and monitoring records and seeking social<br /> assistance more often than for other purposes. The findings imply that students lacked knowledge<br /> of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends<br /> that students’ awareness of SRLL strategies should be seriously taken into account in order to<br /> facilitate their learner autonomy.<br /> Keywords: Case study; English-majored student; self-regulated language learning (SRLL) strategy;<br /> Vietnamese context.<br /> <br /> <br /> 1. Introduction * ones, has been increasing. It is observed that<br /> different students have different self-regulated<br /> In the era of globalization, the English language learning (SRLL) strategies in order to<br /> language has become an international language improve their English proficiency. It has been an<br /> as well as a medium communication all over important area of research in the fields of<br /> the world. The desire to be fluent in English education and psychology over the last few<br /> among EFL learners, including Vietnamese decades (e.g. Schunk & Zimmerman, 1997 [1];<br /> _______ Zimmerman, 1998 [2]) to describe learners who<br /> * Corresponding author.<br /> E-mail address: thao.tq@hutech.edu.vn<br /> learn for their own purposes in spite of often<br /> adverse circumstances. Generally, self-regulation<br /> https://doi.org/10.25073/2588-1159/vnuer.4331<br /> 1<br /> 2 T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14<br /> <br /> <br /> <br /> is described as learners’ efforts to direct their own time will increase student SRLL (e.g. Michaels<br /> learning by setting goals, planning how to achieve & Miethe, 198; Rau & Durand, 2000).<br /> them, monitoring the learning task, using learning According to Michael and Miethe (1989), it is<br /> strategies to solve problems, and evaluating their also said that the high degree of student<br /> own performance. learning is a function of the quality of the<br /> It is widely believed that time is an essential independent study time. Moreover, according to<br /> and key element of student learning (e.g. Zimmerman, Greenberg, and Weinstein (1994)<br /> Anderson, 2000 [3]; Bloom, 1985 [4]; Gandara, [14], the quality of study time is often related<br /> 2000 [5]; Lofty, 2000 [6]; Pitman & Romberg; directly to as the effective learning process,<br /> 2000 [7]). Unless students use their valuable which indicates to be a product of the use of<br /> time to reflect and study materials, it is too SRLL. Since the 1980s, it has been reported that<br /> difficult to imagine a student learning new SRLL, which emerged in the field of health<br /> information. As can be seen, much of what psychology and cognitive psychology, has been<br /> students have to do is to attend class and listen embraced by a number of researchers like<br /> carefully to the instruction presented by the Zimmerman (1989) and Boekaerts (1997) [15].<br /> teacher in school learning; however, attending Moreover, it is a multidimensional construct<br /> class and paying full attention to classroom which requires cognitive, metacognitive,<br /> instruction may not assure the highest level of motivational, environmental and social aspects of<br /> learning because students may not gain all the learning, has been theoretically well established.<br /> new or profound knowledge presented by the In the context of a university in Bac Lieu<br /> teacher while they are studying in class. It may province, first year students have a sense of<br /> require them to spend more time independently satisfaction in multiple courses, and they may<br /> outside of the classroom on studying the join in all of their English courses, but they<br /> materials presented by the teacher, but which have known a little about the differences<br /> they do not comprehend or remember. between the allocation of independent study<br /> As for self-study at home, accordingly, the time and the adoption of SRLL during courses.<br /> highest level of student learning may be Therefore, this research aims at investigating<br /> realized by a large amount of time which was the use of SRLL strategies among English -<br /> devoted to their study and the use of a high majored students at a university in Bac Lieu<br /> degree of self-regulatory language learning city, Vietnam. The research questions of this<br /> strategies during the independent study time study are formed as follows:<br /> (e.g. Rau & Durand, 2000 [8]; Schunk, 1995 1. What SRLL strategies do tertiary<br /> [9]; Zimmerman, 2000 [10]). Therefore, English-majored freshmen use?<br /> freshmen are often encouraged to carry out 2. What are the top ten most common and<br /> research in studies and to use higher levels of least common SRLL strategies used by tertiary<br /> SRLL strategies while learning. A number of English-majored freshmen?<br /> researchers (e.g. Dickinson & O’Connell, 1990<br /> [12]; Michaels & Miethe, 1989 [13]; Rau &<br /> Durand, 2000; Trần Quốc Thao & Dương Mỹ 2. Literature review<br /> Thẩm, 2013 [13]) have shown that the essential<br /> role of independent study time in student SRLL Several studies have indicated that SRLL<br /> and have examined the relationship among has become an important topic in educational<br /> private study time and student SRLL. Even research (e.g. Boekerts, Pintrich, & Zeidner,<br /> 2000 [16]; Zimmerman & Schunk, 2001 [17])<br /> though the relationship is not linear, they have<br /> as it is recognized as an important predictor of<br /> realized that a great deal of independent study<br />  T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14 3<br /> <br /> <br /> student academic achievement (e.g., Trần Quốc the self-regulation and the mechanism that<br /> Thao & Dương Mỹ Thẩm, 2013; Zumbrunn, affect self-regulation behaviors. There are<br /> Tadlock & Roberts, 2011 [18]). It has been differences among three popular self-regulation<br /> variously defined by many researchers models (Pintrich, 2000; Winne & Hadwin, 1998<br /> (e.g. Pintrich, 2000 [19]; Zimmerman, 1990 [23]; Zimmerman, 2000). Those models are<br /> [20]; Zumbrunn, Tadlock & Roberts, 2011). often used in learning strategies research for<br /> Pintrich (2000) defined SRLL as "an active, students as the materials.<br /> constructive process whereby learners set goals Pintrich’s (2000) model of SRLL delineates<br /> for their learning and then attempt to monitor, self-regulation as a four-phase cycle which<br /> regulate, and control their cognition, motivation, takes place in four phases, including planning,<br /> and behavior, guided and constrained by their monitoring, controlling, and reacting. It has<br /> goals and the contextual features in the been cautioned that each situation will unite<br /> environment" (p. 453). According to Zumbrunn, various phases of self-regulation and not every<br /> Tadlock and Roberts (2011), it also is “a process situation requires all phases of self-regulation.<br /> that assists students in managing their thoughts, It will take place in a general time-ordered<br /> behaviors, and emotions in order to successfully result; however, the phases are not structured<br /> navigate their learning experiences” (p.4). They linearly so that an earlier phase must always<br /> also argued that this process “occurs when a follow later phases. Some researchers (e.g.,<br /> student’s purposeful actions and processes are Pintrich, Wolters, & Baxter, 2000 [24]) have<br /> directed towards the acquisition of information or suggested that the control, monitoring, and<br /> skills” (ibid.). Therefore, the SRLL strategies reaction phases take place at the same time and<br /> have the roles that have effects on both they hardly separate from one another.<br /> teaching and learning. For example, in the Moreover, Pintrich’s (2000) model also<br /> area of behaviorism, teaching effectiveness includes four areas of self-regulation that<br /> was decided as the light of teachers' pre- learners are able to control, monitor and<br /> defined behaviors and students' achievements, regulate cognition, motivation, behavior,<br /> so effective teachers were evaluated based on and context.<br /> the process of teaching and learning rather Winne and Hadwin’s (1998) model of<br /> than the prescribed and observable product. SRLL commented that it takes place in four<br /> Moreover, the SRLL strategy is also a fundamental phases that task definition, goal<br /> variable to infer talent or motivation in setting and planning, studying tactics, and<br /> laboratory studies of human learning; the adaptive metacognition. These phases are<br /> faster an individual completes a task, the repeated so that any phase can feed into<br /> higher aptitude he or she possesses, or the metacognitive monitoring in any previous<br /> longer one perseveres on a difficult task, the phase. Besides, they have realized that there are<br /> more he or she is motivated toward the task five factors affecting directly self-regulation<br /> (Zimmerman & Bandura, 1994 [21]). behavior, including conditions, operations,<br /> When students are at school, they are products, evaluations and standards (COPES).<br /> expected to complete many assignments and The COPES influence each phase of SRLL:<br /> projects outside of the school. To complete definition of the task, goals and plans, studying<br /> learning the tasks and be good at the curriculum tactics and adaptions.<br /> outside the school, students must engage in The final model of SRLL is Zimmerman’s<br /> self-regulatory behaviors (Zimmerman, 2002 Social-Cognitive View of SRL (2000). The<br /> [22]). Although there are some basic social cognitive context explains human<br /> similarities among self-regulation models, there functioning as a series of interactions between<br /> are differences among the constructs that define behavioral, environmental and personal<br /> 4 T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14<br /> <br /> <br /> <br /> variables (Bandura, 1986 [25]). According to questionnaire. The study found that research<br /> Zimmerman (2000), personal variables consist participants’ attitudes towards ELL were<br /> of the self-efficacy and motivation which positive, and they used SRLL strategies at a low<br /> involve achievement behaviors as effort and frequency. In 2019, Ngô Công Lêm [29] did a<br /> persistence in learning situation. These self- study on the use of SRLL strategies and its<br /> regulatory processes and the motivational relation to Vietnamese EFL learners’ L2<br /> beliefs occur in three phases: a forethought listening achievement. It involved 38<br /> phase, a performance and volition control sophomore students at a university in answering<br /> phase, and a self-reflection phase (Zimmerman, a questionnaire. The results indicated that<br /> 2000). The forethought phase leads actions and participants used SRLL strategies at a moderate<br /> establishes conditions for learning. The frequency. It is noticed that the results in the<br /> performance and volition phase refers to the use abovementioned studies indicated that learners’<br /> of cognitive, affective and behavioral actions use of SRLL strategies was not at a high<br /> that appear during a learning effort. Self- frequency. The types of participants were<br /> reflection includes the processes that reach after various in different learning contexts. However,<br /> accomplishment efforts. tertiary English majored freshmen’ SRLL<br /> strategies who are quite new to the university<br /> There have been different studies which<br /> context seem not yet to be exploited. Therefore,<br /> have attempted to help learners have an<br /> this study endeavors to explore English majored<br /> overview look at SRLL strategies.<br /> freshmen’s SRLL strategy use at the context of<br /> Significantly, in 2012 Sardareh, Saad and<br /> Bac Lieu University.<br /> Baroomand [26] carried a study on SRLL and<br /> academic achievement in pre-university EFL<br /> learners. A cohort of 82 pre-university students<br /> answered a questionnaire. The results revealed 3. Methodlogy<br /> that female outperformed males and used SRLL<br /> 3.1. Research context and participants<br /> strategies more often than males. In 2013,<br /> Anthony, Clayton and Zusho [27] investigated This case study was conducted at a<br /> 160 high school students’ self-regulated university in Bac Lieu province, Vietnam.<br /> learning strategies in English and Math. The There were about 380 students majoring in<br /> research instrument was an open-ended<br /> English and 19 teachers (2 teachers of French<br /> questionnaire. The results indicated that most<br /> and the others are teachers of English) working<br /> students employed shallow-processing<br /> strategies when they prepared for final exams. at this university. Participants in this study who<br /> Recently, Lin (2019) [28] investigated the were conveniently sampled were 100 English<br /> differences in learning strategies of adult majors (aged from 19 to 24) studying at a<br /> learners. The number of participants was 137 university in Bac Lieu province, Vietnam. They<br /> ESL adult learners taking part in answering a were first-year students consisting of 91<br /> questionnaire. The findings showed that adult females (91%) and nine males (9%) as shown<br /> learners had a higher frequency in using in Table 1. There were 12 (12%) participants<br /> rehearsal and organization strategies, and they having learned English from three to five years,<br /> used SRLL strategies differently. In Vietnam, 46 (46%) participants having learned English<br /> Trần Quốc Thao and Dương Mỹ Thẩm (2012) from six to eight years and 42 (42%)<br /> conducted a study on non-English majors’ participants having learned English over eight<br /> attitudes towards English language learning years. It is further noticed that 65% of<br /> (ELL) and use of SRLL strategies at one<br /> participants allocated 1-3 hours per day to self-<br /> college in Dak Lak, Vietnam. There were 241<br /> study, followed by 24% to 4-5 hours, 10% to<br /> non-English majors answering a closed-ended<br /> less than 1 hour, and 1% to more than 5 hours.<br />  T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14 5<br /> <br /> <br /> l<br /> <br /> g<br /> <br /> <br /> <br /> <br /> Table 1. Participants’ general information accepted English learning strategies, including<br /> strategies such as goal-setting, making<br /> N=100<br /> No. Information adjustment, and seeking social assistance.<br /> F %<br /> Internal consistency (Cronbach’s alpha) is .842,<br /> Male 9 9.0<br /> 1 Gender<br /> female 91 91.0<br /> which means the reliability of the questionnaire<br /> Under 20 65 65.0 is very high.<br /> 2 Age 21-24 35 35.0 3.4. Procedures for data collection and<br /> Beginner 29 29.0 data analysis<br /> Level of<br /> Elementary 36 36.0<br /> 3 English With respect of data collection, 112 copies of<br /> Intermediate 20 20.0<br /> proficiency<br /> Advanced 15 15.0 questionnaire were administered to students, but<br /> Years of Less than 3 0 0.0 only 100 copies were returned. It took students 15<br /> 4 learning 3-5 12 12.0 minutes to answer the questions in the<br /> English 6-8 46 46.0 questionnaire. Regarding data analysis, the<br /> Over 8 42 42.0 collected data were analyzed by the SPSS version<br /> Hours of less than 1 10 10.0 19.0 program aiming to answer the research<br /> self-study 1-3 65 65.0 questions quantitatively. Descriptive statistics<br /> 5<br /> per day 4-5 24 24.0 were run to calculate mean score and standard<br /> over 5 1 1.0 deviations for gender, level of English proficiency<br /> Note: F: frequency; %: Percent and SRLL strategies, and the meaning of the<br /> mean scores is interpreted as 1-1.80: never; 1.81-<br /> 3.2. Research instrument 2.60: seldom; 2.61-3.40: sometimes; 3.41- 4.20:<br /> usually; and 4.21 - 5.00: always.<br /> This study employed a closed-ended<br /> questionnaire to collect data. The questionnaire<br /> was adapted from the Questionnaire of English<br /> 4. Results and discussion<br /> SRLL Strategies (QESRLS) of Wang and Pape<br /> (2005) [30]. The questionnaire consists of two 4.1. Results<br /> parts: part I is about participant’s personal<br /> information and part II includes 55 five-point 4.1.1. The use of SRLL strategies among<br /> Likert scale items (from never to always). Each English majored freshmen<br /> item describes an SRLL strategy commonly The results Table 2 display that the total<br /> used in studying English and falls into one of mean score of SRLL strategies was 3.34 out of<br /> the 12 categories: Self-Evaluation (items 1, 2, 3 5. This means that English-majored freshmen<br /> and 4), Organizing and Transforming (items 5, sometimes employed SRLL strategies to<br /> 6, 7, 8, 9, 10, 11, 12, 13, 14 and 15), Rehearsing improve their English language proficiency. In<br /> and Memorizing (items 16, 17, 18, 19 and 20), detail, there were 11 English language learning<br /> Seeking Social Assistance (items 21 and 22), strategy categories with different means:<br /> Persistence (items 23, 24, 25 and 26), Seeking Review of records has the least mean score<br /> Opportunities (items 27, 28, 29, 30, 31, 32 and (Category 10: M=3.21, SD=.82), Self-<br /> 33), Record Keeping and Monitoring (items 34 consequences, Goal setting and planning and<br /> and 35), Self-consequences (items 36 and 37), Interpretation skills also have the same mean<br /> Goal setting and planning (items 38, 39, 40 and score but different to standard deviation<br /> 41), Review of records (items 42 and 43), Use (Category 9: M=3.29, SD=.72; Category 8:<br /> of Interpretation skills (items 44, 45, 46, 47, 48, M=3.29, SD=.73; Category 11: M=3.29,<br /> 49, 50, 51, 52, 53, 54 and 55). The context SD=.53, respectively). It is seen that the mean<br /> ranges from cognitive components to generally scores of seeking opportunities to practice<br /> 6 T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14<br /> <br /> <br /> <br /> English (Category 6: M=3.36, SD=.56) and whether it should be revised were the biggest<br /> persistence when faced with challenges factor” (item 4: M=3.50, SD=1.07)was<br /> (Category 5: M=3.39, SD=.63) and those of relatively high, followed by “I proofread my<br /> seeking social assistance and record keeping English composition when I completed writing”<br /> and monitoring (Category 4: M=3.46, SD=.82; (item 2: M=3.27, SD=.84) and “I adjust my<br /> Category 7: M=3.47, SD=.73) were quite close reading speed according to the difficulty of the<br /> to one another. The mean score of self- article” (item 3: M=3.29, SD=.91) which also<br /> evaluation is 3.30 (Category 1: M=3.30, contributed to student’s self-evaluation. It was<br /> SD=.58), and that of organization and further observed from Table 3 that students<br /> transformation (Category 2: M=3.37, SD=.44) sometimes checked their English homework<br /> and rehearsal and memorization (Category 3: before turning it in (item 1: M=3.14, SD=.74).<br /> M=3.37, SD=.69) were the same but different It is obvious that the students had the tendency<br /> in standard deviation. Overall, the record to take a rest and then read the English<br /> keeping and monitoring has the highest mean composition again to check whether it should<br /> score, so they will be analyzed in the next be revised.<br /> section. This can be understood that participants<br /> used SRLL strategies to record keeping and Table 3. SRLL strategies in terms of Self-evaluation<br /> monitoring and seek social assistance more<br /> often than other purposes. N=100<br /> No. Self-evaluation<br /> M SD<br /> Table 2. SRLL strategies among English I check my English 3.14 .74<br /> majored freshmen 1 homework before turning<br /> it in.<br /> N=100 I proofread my English 3.27 .84<br /> No.<br /> M SD 2 composition when I<br /> 1 Self-evaluation 3.30 .58 completed writing.<br /> I adjust my reading speed 3.29 .91<br /> Organization and 3.37 .44<br /> 3 according to the difficulty of<br /> 2 transformation<br /> the article.<br /> Rehearsal and 3.37 .69 When I finish my English 3.50 1.07<br /> 3 memorization composition, I have a rest and<br /> 4<br /> 4 Seeking social assistance 3.46 .82 then read it again to check<br /> Persistence when faced 3.39 .63 whether it should be revised.<br /> 5 with challenges Total 3.30 .58<br /> Seeking opportunities to 3.36 .56<br /> Note: M: mean; SD: Standard deviation<br /> 6 practice English<br /> Record keeping and 3.47 .73 In respect of the category of organization<br /> 7 monitoring and transformation which consists of eleven<br /> 8 Self-consequences 3.29 .73 items (Table 4), it was sometimes true that<br /> 9 Goal setting and planning 3.29 .72 students were familiar with “writing an outline<br /> 10 Review of records 3.21 .82 before writing English compositions” (item 5:<br /> 11 Interpretation skills 3.29 .53 M=3.56, SD=1.00), “summarizing the main<br /> Total 3.34 .34 idea of each paragraph when reading” (item 7:<br /> M=3.55, SD=.99), “considering how to say<br /> Note: M: mean; SD: Standard deviation something in English in [their] mind before<br /> saying it out loud” (item 13: M=3.48,<br /> As can be seen in Table 3, the mean scores<br /> SD=1.09), “thinking out a composition in<br /> of “when I finish my English composition, I<br /> Vietnamese before writing it in English” (item<br /> have a rest and then read it again to check<br /> 15: M=3.48, SD=1.08), “summarizing the<br />  T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14 7<br /> <br /> <br /> theme of an English article when [they] read it” SD=1.02) and “memorize English words whose<br /> (item 8: M=3.44, SD=.98), “memorizing a new pronunciations are similar” (item 11: M=3.27,<br /> word by memorizing when [they] learn” (item SD=.96). However, the students seldom “write<br /> 12: M=3.32, SD=.98) and “underlining key an outline after reading an English article”<br /> points during [their] English reading” (item 14: (item 6: M=3.19, SD=1.06), and it was also the<br /> M=3.42, SD=1.08). Additionally, it was smallest factor in the Table 4. It was obvious<br /> sometimes true that the students “write an that students had a trend to write an outline<br /> outline after reading an English article” (item 6: before writing English compositions and<br /> M=3.19, SD=1.06), “classify new words in summarize the main idea of each paragraph<br /> order to memorize them” (item 9: M=3.25, when reading.<br /> Table 4. SRLL strategies in terms of organization and transformation<br /> N=100<br /> No. Organization and transformation<br /> M SD<br /> 5 I write an outline before writing English compositions. 3.56 1.00<br /> 6 I write an outline after reading an English article. 3.19 1.06<br /> 7 I summarize the main idea of each paragraph when reading. 3.55 .99<br /> 8 I summarize the theme of an English article when I read it. 3.44 .98<br /> 9 I classify news words in order to memorize them. 3.25 1.02<br /> 10 I recite similar words altogether. 3.15 .88<br /> 11 I memorize English words whose pronunciations are similar. 3.27 .96<br /> 12 I memorize a new word by memorizing where I learn it. 3.32 .98<br /> 13 I consider how to say something in English in my mind before saying it out loud. 3.48 1.09<br /> 14 I underline key points during my English reading. 3.42 1.08<br /> 15 I think out a composition in Vietnamese before writing it in English. 3.48 1.08<br /> Total 3.37 .44<br /> Note: M: mean; SD: Standard deviation<br /> As seen from Table 5, this is the category of strategies less than the other ones because<br /> SRLL strategies that students needed time to reciting English texts made them feel bored and<br /> practice remembering or rewriting new words not helpful for their study.<br /> in order to be suitable for any English language Table 5. SRLL strategies in terms of rehearsal and<br /> skills. Therefore, they usually read new words memorization<br /> repeatedly in order to memorize them (item 19:<br /> M=3.51, SD=.98), “when [they] cannot follow N=100<br /> No. Rehearsal and memorization<br /> somebody’s English, [they] let him/her speak M SD<br /> slowly” (item 20: M=3.50, SD=1.02). It is I recite English texts in the 3.24 1.04<br /> 16 process of studying English.<br /> sometimes true that the students were likely to<br /> I review the cards of new words 3.33 .93<br /> “write new words many times in order to 17 in order to memorize them.<br /> memorize the spellings” (item 18: M=3.42, I write new words many times 3.42 .98<br /> SD=.98), “review the cards of new words in in order to memorize the<br /> order to memorize them” (item 17: M=3.33, 18 spellings.<br /> SD=.93) and “recite English texts in the process I read new words repeatedly in 3.51 .98<br /> of studying English” (M=3.24, SD=1.04). It 19 order to memorize them.<br /> was found out that reciting English texts in the If I cannot follow somebody’s 3.50 1.02<br /> process of studying English was the smallest 20 English, I let him speak slowly.<br /> factor and reading new words repeatedly in Total 3.37 .69<br /> order to memorize was the biggest factor. This<br /> Note: M: mean; SD: Standard deviation<br /> means that the students used this SRLL<br /> 8 T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14<br /> <br /> <br /> <br /> As seen from Table 6, the students had a SD=1.13) and “listen to English radio programs<br /> trend to look for a help from their friends or try on [their] initiative” (item 32: M=3.40,<br /> to find new solutions without needing SD=1.04). However, the students sometimes<br /> assistance. In the seeking social assistance listen to “American or British broadcasts to<br /> strategy, classmate is their main source for the improve my pronunciation” (item 27: M=3.28,<br /> students to ask first before asking their teacher SD=.88), “watch English TV programs on<br /> (item 22: M=3.54, SD=.96) and sometimes the [their] initiative” (item 31: M=3.28, SD= 1.02)<br /> students “consult teachers when [they] and “use words just learned to make new<br /> encounter difficulties in the process of studying sentences on [their] initiative” (item 33:<br /> English” (item 21: M=3.37, SD=1.02); M=3.28, SD=1.06). This means that all these<br /> otherwise, “if [they] do not understand the strategies did not help the students much for<br /> English articles at the first time,” they would their study (Table 7).<br /> read it again and again with several times until In interpretation skills, the students often<br /> they got the understanding in persistence “make sure that the content of each paragraph<br /> strategy (item 24: M=3.59, SD=1.02), “keep supports its topic sentence in English writing”<br /> reading when [they] encounter difficulties in (item 55: M=3.45, SD=.93), “guess what people<br /> English reading” (item 23: M=3.46, SD=.99) mean by reading their expressions and<br /> and “search related documents when [they] movements when watching an English movie”<br /> have difficulties in the process of studying (item 46: M=3.44, SD=1.01), “make sure to<br /> English” (item 25: M=3.35, SD=.93). However, write a topic sentence in each paragraph in<br /> the students sometimes “listen to tap-recorded writing” (item 54: M=3.42, SD=1.08).<br /> English several times if they cannot understand<br /> it for the first time” (item 26: M=3.16, SD=.99). Table 6. SRLL strategies in terms of Seeking<br /> social assistance and Persistence when faced<br /> This means that the strategies were similar to<br /> with challenges<br /> the students because the teachers gave<br /> instructions and tasks in classroom so they N=100<br /> No. Seeking social assistance<br /> easily applied these strategies more often. M SD<br /> However, the using taps to record English I consult teachers when I 3.37 1.02<br /> seemed not to be interesting in this way. Many 21 encounter difficulties in the<br /> process of studying English.<br /> possible reasons were that they felt embarrassed<br /> I ask classmates when I have 3.54 .96<br /> when they heard their voice in the record or 22<br /> questions in my English study.<br /> even the taps were also old-fashion. Moreover, Total 3.46 .82<br /> most of students did not like repeating their Persistence when faced with<br /> pronunciation although they wanted to improve challenges<br /> it day by day (Table 6). I keep reading when I 3.46 .99<br /> As seen in Tables 7 and 8, both of these 23 encounter difficulties in<br /> strategies have many items for students to learn English reading.<br /> but the interpretation skills strategy seems to I read an English article 3.59 .97<br /> use less frequently than the seeking 24 several times if I don’t<br /> opportunities to practice English. In seeking understand it at the first time.<br /> opportunities to practice English, the students I search related documents 3.35 .93<br /> preferred to “send emails to friends in English 25 when I have difficulties in the<br /> process of studying English.<br /> on [their] initiative” (item 29: M=3.44,<br /> I listen to tape-recorded English 3.16 .99<br /> SD=1.15), “use sentence patterns just learned to 26 several times if I cannot<br /> make new sentences for practice” (item 28: understand it for the first time.<br /> M=3.43, SD= 1.07). Moreover, they also like to Total 3.39 .63<br /> “try their best to find opportunities to practice<br /> [their] oral English” (item 30: M=3.40, Note: M: mean; SD: Standard deviation<br />  T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14 9<br /> <br /> <br /> Table 7. SRLL strategies in terms of Seeking want to remember the meanings of words by<br /> opportunities to practice English using prefixes, suffixes or even pronouns<br /> during reading.<br /> Seeking opportunities to N=100<br /> No.<br /> practice English M SD Table 8. SRLL strategies in terms<br /> I listen to American or British 3.28 .88 of Interpretation skills<br /> 27 broadcasts to improve my<br /> pronunciation N=100<br /> No. Interpretation skills<br /> I use sentence patterns just 3.43 1.07 M SD<br /> 28 learned to make new sentences I pay attention to what 3.19 1.07<br /> for practice. 44 pronouns refer to during<br /> I send emails to friends in 3.44 1.15 reading.<br /> 29<br /> English on my initiative. I guess the meaning of new 3.24 .956<br /> I try my best to find 3.40 1.13 45 words by considering their<br /> 30 opportunities to practice my contexts.<br /> oral English. I guess what people mean by 3.44 1.01<br /> I watch English TV programs 3.28 1.02 reading their expressions and<br /> 31 46<br /> on my initiative. movements when watching an<br /> I listen to English radio 3.40 1.04 English movie.<br /> 32<br /> programs on my initiative. When I listen to English, I 3.19 1.05<br /> I use words just learned to 3.28 1.06 pay attention to the stressed<br /> 47<br /> 33 make new sentences on my words or phrases in order to<br /> initiative. comprehend the sentence.<br /> Total 3.36 .56 I use the title of an English 3.28 1.02<br /> 48 article to help understand that<br /> Note: M: mean; SD: Standard deviation article.<br /> When somebody speaks 3.36 1.15<br /> Sometimes when somebody speaks English, English, I guess what he/she<br /> the students guess what he/she will say 49<br /> will say according to what he/<br /> according to what he/she has said (item 49: she has said.<br /> M=3.36, SD=1.15), “pay attention to English I memorize meanings of 3.16 .98<br /> speaker’s tones” (item 51: M=3.30, SD=1.12), 50 words by using prefixes and<br /> or “use the title of an English article to help suffixes.<br /> understand that article” (item 48: M=3.28, 51<br /> I pay attention to English 3.30 1.12<br /> SD=1.02”. Moreover, the students also “pay speaker’s tones.<br /> attention to the beginning and end of each I pay attention to the 3.27 1.08<br /> beginning and end of each<br /> paragraph in [their] English reading” (item 52: 52<br /> paragraph in my English<br /> M=3.27, SD=1.08), “guess the meaning of new reading.<br /> words by considering the contexts” (item 45: I use my background 3.23 1.08<br /> M=3.24, SD=.956) and “use the background 53 knowledge to comprehend<br /> knowledge to comprehend English articles” English articles.<br /> (item 53: M=3.23, SD= 1.08). However, the I make sure to write a topic 3.42 1.10<br /> students sometimes “memorize meanings of 54 sentence in each paragraph in<br /> words by using prefixes and suffixes” (item 50: writing.<br /> M=3.16, SD=.98), “pay less attention to what I make sure that the content of 3.45 .93<br /> pronouns refer to during reading” (item 44: 55<br /> each paragraph supports its<br /> M=3.19, SD=1.07) and “pay less attention the topic sentence in English<br /> writing.<br /> stressed words or phrases in order to<br /> Total 3.29 .53<br /> comprehend the sentence” (item 47: M=3.19,<br /> SD=1.05). This means that the students did not Note: M: mean; SD: Standard deviation<br /> 10 T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14<br /> <br /> <br /> <br /> In table 9, the students often “write down M=3.24, SD=1.10). On the other hand, the<br /> the mistakes that [they] make in the process of students do not like to “review English texts<br /> studying English” (item 34: M=3.46, SD=.86) when [they] have learned” (item 42: M=3.27,<br /> and “take notes in English classes” (item 35: SD=.91) and “review the notes of English class<br /> M=3.48, SD=.96) in the area of record keeping before examinations” (item 43: M=3.14,<br /> and monitoring. On the other hand, the students SD=1.08). This means that the students were<br /> seem to “reward themselves when [they] make aware enough to set goals to study or find a<br /> a progress in studying English” (item 36: quiet place when the environment was<br /> M=3.30, SD=.86) and “have a break when [they disturbing. When the students were preparing<br /> are] tired during [their] English study” not so for examination, the students had a trend to<br /> often (item 37: M=3.27, SD=1.02) in the self- study in groups or study alone in a place which<br /> consequences strategy. This means that most of was not too noisy and had more fresh air<br /> the students liked to determine their mistakes in because they could review the lessons quickly<br /> the studying English approaches and wrote and clearly. However, few students had a hatred<br /> some important information to avoid trouble or reviewing English texts or the notes of English<br /> misunderstandings. Besides, the students class before examinations.<br /> seemed not to need the reward or have a break Table 10. SRLL strategies in terms of Goal setting<br /> when they were tired. and planning and Review of records<br /> Table 9. SRLL strategies in terms of Record keeping N=100<br /> and monitoring and Self-consequences No. Goal setting and planning<br /> M SD<br /> When a friend wants to play 3.33 1.14<br /> Record keeping and N=100 with me but I have not<br /> No.<br /> monitoring M SD 38 finished my homework yet, I<br /> I write down the mistakes I 3.46 .86 do not play until I finish my<br /> 34 often make in the process of homework.<br /> studying English. I make a study plan in the 3.24 1.10<br /> 35 I take notes in English classes. 3.48 .96 39<br /> process of studying English.<br /> Total 3.47 .73 40 I set a goal to study English. 3.26 1.03<br /> Self-consequences I find a quiet place when the 3.32 1.03<br /> I reward myself when I make a 3.30 .86 41<br /> 36 environment is disturbing.<br /> progress in studying English. Total 3.29 .72<br /> I have a break when I am tired 3.27 1.02 Review of records<br /> 37<br /> during my English study. I review English texts I have 3.27 .91<br /> Total 3.29 .73 42<br /> learned.<br /> Note: M: mean; SD: Standard deviation I review my notes of English 3.14 1.08<br /> 43<br /> class before examinations.<br /> Among four items of category of goal Total 3.21 .82<br /> setting and planning and two items of review of<br /> Note: M: mean; SD: Standard deviation<br /> records strategy (Table 10), it was found that<br /> both of them occupied the least mean scores in 4.1.2. 2 Top ten most and least frequently<br /> total. In goal setting and planning, the students used SRLL strategies.<br /> sometimes “do not play until [they] finish The items that have the most and least mean<br /> [their] homework” (item 38: M=3.33, score in each strategy were listed in Tables 11<br /> SD=1.14), “find a quiet place when the and 12 in order to have a comparison among<br /> environment is disturbing” (item 41: M=3.32, them. In Table 11, it can be clearly seen that the<br /> SD=1.03), “set a goal to study English” (item top ten most frequently used SRLL strategies<br /> 40: M=3.26, SD=1.03) and “make a study plan are relatively common for students to be easy to<br /> in the process of studying English” (item 39: choose them when they read. However, the top<br />  T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14 11<br /> <br /> <br /> ten least frequently used SRLL strategies were Table 12. Top ten least frequently used SRLL<br /> strange and hard for students to choose because strategies<br /> they did not often use or have not ever tried to<br /> N=100<br /> use them before. This means that although Rank Items<br /> M SD<br /> students were freshmen, they had a reasonable 43. I review my notes of 3.14 1.08<br /> thinking and direction to use frequently 1 English class before<br /> approaches for the study purposes. Some examinations.<br /> methods were simple and accepted to apply 1. I check my English 3.14 .74<br /> easily every day; otherwise, there were still 2 homework before turning<br /> some unconventional techniques that students them in.<br /> rarely tried to use or use less frequently. 10. I recite similar words 3.15 .88<br /> 3<br /> altogether.<br /> Table 11. Top ten most frequently 50. I memorize meanings 3.16 .98<br /> used SRLL strategies 4 of words by using<br /> N=100 prefixes and suffixes.<br /> Rank Items 26. I listen to tape- 3.16 .99<br /> M SD<br /> 24. I read an English article 3.59 .97 recorded English several<br /> several times if I don’t 5 times if I cannot<br /> 1 understand it for the first<br /> understand it at the first<br /> time. time.<br /> 5. I write an outline before 3.56 1.00 6. I write an outline after 3.19 1.06<br /> 6<br /> 2 writing English reading an English article.<br /> compositions. 47. When I listen to 3.19 1.05<br /> 7. I summarize the main 3.55 .99 English, I pay attention to<br /> 3 idea of each paragraph 7 the stressed words or<br /> when reading. phrases in order to<br /> 22. I ask classmates when I 3.54 .96 comprehend the sentence.<br /> 4 have questions in my 44. I pay attention to what 3.19 1.07<br /> English study. 8 pronouns refer to during<br /> 19. I read new words 3.51 .98 reading.<br /> 5 repeatedly in order to 53. I use my background 3.23 1.08<br /> memorize them. knowledge to<br /> 9<br /> 20. If I cannot follow 3.50 1.02 comprehend English<br /> 6 somebody’s English, I let articles.<br /> him speak slowly. 39. I make a study plan in 3.24 1.10<br /> 4. When I finish my English 3.50 1.07 10 the process of studying<br /> composition, I have a rest English.<br /> 7 and then read it again to<br /> check whether it should be Note: M: mean; SD: Standard deviation<br /> revised.<br /> 4.2. Discussion<br /> 13. I consider how to say 3.48 1.09<br /> something in English in my This findings showed that participants<br /> 8<br /> mind before saying it out sometimes used SRLL strategies. The possible of<br /> loud.<br /> this finding may be that fact that participants were<br /> 35. I take notes in English 3.48 .96<br /> 9<br /> classes.<br /> in the first year, so they may not be familiar with<br /> 15. I think out a 3.48 1.08 the SRLL. Consequently, their use of SRLL<br /> 10 composition in Vietnamese strategies was not quite high. Salili and Lai (2003)<br /> before writing it in English. [31] mentioned learning is influenced by a variety<br /> of contexts, one of which includes a societal level<br /> Note: M: mean; SD: Standard deviation of learning established by cultural values and<br /> 12 T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14<br /> <br /> <br /> <br /> societal norms which are reflected in students' rarely have plans or review the lessons before<br /> socialization and parents' expectations. This taking examination. They may be lazy or some<br /> finding is similar to that of Ngô Công Lêm’s of them get enough knowledge while they are<br /> (2019) study which indicated that EFL students studying in class, so they did not need to review<br /> had a moderate employment of SRLL strategies. the lesson. What is more, their level of English<br /> Looking through the mean scores, it can be proficiency was quite low, which may attribute<br /> easily seen that English-majored students to this finding. Moreover, based on their<br /> usually used strategies of record keeping and experiments, the students still kept applying<br /> monitoring and Seeking social assistance; these strategies to study as the most frequently<br /> however, they were not good at making the techniques. When every examination is getting<br /> study plan or reviewing of records. One of the close, they set the goals, call their friends, find a<br /> possible explanations may be school and quiet place to arrange and study together.<br /> classroom environment impact students’ Besides, they also hated taking the notes in<br /> learning; for example, the dominant English class or paying attention to the stressed words<br /> classroom instruction pedagogy in Vietnam is or phrases or remember the word meanings by<br /> still teacher-centered where students are not using prefixes and suffixes. At that time, some<br /> encouraged to develop their own strategies but students thought that it was not necessary to use<br /> instead of following teacher’s words. This way or it was useless for them to use, but it may<br /> of education might be beneficial for students to play an important role for students to learn and<br /> gain knowledge and have good performance on pronounce words correctly.<br /> English examinations which focus on content As regards the most and the least common<br /> knowledge (e.g., vocabulary, grammar, and SRLL strategies used by students, it seems that<br /> sentence structure); however, it is not good for students tended to employed SRLL strategies<br /> students to discover the freedom they might relevant to Self-Evaluation, Organizing and<br /> have in developing their own ways of learning. Transforming, Rehearsing and Memorizing,<br /> This could also explain the small effect sizes of Seeking Social Assistance, and Record Keeping<br /> the relationships between participants’ use of and Monitoring, while they employed those in<br /> SRLL strategies and their performance on Self-Evaluation, Organizing and Transforming,<br /> English exams. Besides, this finding is aligned Persistence, Goal setting and planning, Review<br /> with the results of the study conducted by of records, and Use of Interpretation skills. It<br /> Wang et al. (2012) [32] who concluded that can be explained that students may use SRLL<br /> persistence when faced with challenges and strategies most to do things which may be<br /> keeping records and monitoring were all difficult or common to them and vice versa.<br /> significantly correlated with students’<br /> performance on the English exams. Other<br /> subcategories of SRLL strategies (organizing 5. Conclusion<br /> and transforming; rehearsing and memorizing;<br /> seeking social assistance; seeking opportunities The findings of this study unraveled that<br /> to practice English, self-consequences, and goal although the overall level of university<br /> setting and planning) were not statistically students’ use of SRLL strategies was moderate,<br /> significantly correlated with any one of the students need improve their use of SRLL<br /> English exams. strategies. Additionally, they preferred SRLL<br /> By contrast, it was found out that students strategies for keeping and monitoring records<br /> did not think they had problems with making and seeking social assistance than other<br /> the study plan or reviewing of records. It can be purposes. Some implications within this study<br /> explained that English-majored students were are drawn. Firstly, it was found that students<br /> mainly freshmen, so most the time they may not did not use SRLL strategies at a high level, so it<br /> focus on learning by heart. Therefore, they may is advisable that English teachers should<br />  T.Q. Thao, N.C.H. Long / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-14 13<br /> <br /> <br /> consider incorporating SRLL strategies in [5] P. Gandara, Rethinking time and teacher working<br /> classroom teaching and facilitate the student’s conditions, In P. Gandara (Ed.) The Dimensions<br /> of Time And the Challenge of School Reform,<br /> development of their own SRLL strategies.<br /> New York: State University of New York Press,<br /> According to Boekaerts and Cascallar (2006) 2000, pp. 69-88.<br /> [33], one example is to have more group work [6] J. Lofty, Reforming time: Timescapes and<br /> instead of lectures since small group rhythms, In P. Gandara (Ed.) The Dimensions of<br /> collaboration and a social constructivist’s Time and the Challenge of School Reform, New<br /> learning environment enhance students’ use of York: State University of New York Press, 2000,<br /> SRLL strategies. Secondly, students had a pp. 203-224.<br /> tendency to use the most frequently approaches [7] A. Pitman, T. Romberg, Teachers’ use of time in a<br /> like writing an outline before writing English period of change, In P. Gandara (Ed.) The<br /> Dimensions of Time and the Challenge of School<br /> compositions or summarizing the main idea of Reform, New York: State University of New<br /> each paragraph when reading without trying to York Press, 2000, pp. 135-152.<br /> find some new ways. Therefore, they need to be [8] W. Rau, A. Durand, The academic ethic and<br /> instructed to balance the purpose of using college grades: Does hard work help students to<br /> SRLL strategies, even the least periodically “Make the grades”? Sociology of Education 73<br /> ones like reviewing the notes of English class (2000) 135-152.<br /> before examinations or checking English [9] D.H. Schunk, Inherent details of self-regulated<br /> homework before turning them in, etc. learning include student perceptions, Educational<br /> This study still bears some limitations. Psychologist 30 (4) (1995) 213-216.<br /> Participants in this study are all majored in [10] B.J. Zimmerman, Attaining self-regulation: A<br /> social cognitive perspective, In N. Boekaerts,<br /> English language, and the gender is out of P.R. Pintrich, M. Zeidner (Eds.), Handbook of<br /> balance in this field as more females than Self-Regulation, San Diego: Academic Press,<br /> males. Only quantitative data were collected. 2000, pp. 13-39.<br /> Future studies should recruit college students in [11] D.J. Dickinson, D.Q. O’Connell, Effect of quality<br /> other fields of study and use random sampling and quantity of study on student grades, Journal of<br /> method to find a closer match between research Educational Research 83 (1990) 227-231.<br /> participants and the target population, and a [12] T.W. Michaele, T.D. Miethe, Academic effort and<br /> mixed methods design should be employed for college