Oxfords strategy inventory for language learning : English learning of Chinese students in Thai university

Abstract

This study aimed to explore Chinese students’ engagement in learning English through an application of Oxford's Strategy Inventory for Language Learning (SILL) and investigate differences in English language learning strategies among students with different levels of English proficiency. The research employed both qualitative and quantitative methodology. The samples were 244 Chinese students studying at a Thai university. A questionnaire and a semi-structured interview were used as research instruments. Data obtained from the questionnaires were analyzed using mean and standard deviation, while data collected from the interviews were analyzed through the content analysis method. The results showed that most of the samples used SILL in English learning at a high level (x̅ =3.58). Most of them were found to use compensation strategies frequently. The findings revealed a significant mean difference in language learning strategies which varied significantly by English proficiency levels. English proficiency was positively correlated with memory, cognitive, compensation strategies, and overall SILL strategies with no significant difference in metacognitive, affective and social strategies. To improve Chinese students’ English learning proficiency, Thai universities were recommended to establish an effective communication platform for learners, e.g. a cross-cultural psychology center as a counseling center for students and an academic support system