Proficiency, motivation, and classroom anxiety and their effects on language learning strategies used by Thai EFL learners
Keywords:learning strategies, proficiency, motivation, classroom anxiety, Thai learners
This paper is a report on an investigation into the relationship between three variables and language learning strategies used by Thai EFL learners. The objectives of this study are twofold: 1) to indentify language learning strategies commonly used by Thai learners, and 2) to determine the roles of three variables contributing to their use of language learning strategies: language proficiency, motivation, and anxiety. The data were elicited through a set of questionnaires, consisting of three different questionnaires: a Strategy Inventory for Language Learning (SILL), a Motivated Strategies for Learning Questionnaire (MSLQ), and a Foreign Language Classroom Anxiety Scale (FLCAS). A total of 1,405 Thai university students of English completed this set of questionnaires. The analysis showed that, in general, memory strategies were found to be the most commonly used learning strategies for Thai English learners, followed by compensation, metacognitive, cognitive, affective strategies, whereas social strategies ranked last. Concerning individual strategies, it was found that Thai learners tried to make guesses when confronted with unfamiliar words, reflected on their progress in learning English and try to find strategies to help them be a better learner of English. Motivation and anxiety were also reported to be the most significant variables affecting their choices of language learning strategies. The analysis of the questionnaires revealed certain elucidating facts that could be utilized for effective future of planning of English language teaching, potentially contributing to the improved performance of Thai learners of English.
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