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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/773
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dc.contributor.advisorNipaporn Chalermnirundorn-
dc.contributor.authorTenzin, Ngawang-
dc.date.accessioned2022-03-03T01:52:05Z-
dc.date.available2022-03-03T01:52:05Z-
dc.date.issued2018-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/773-
dc.descriptionThesis (M.Ed. (Curriculum and Instruction)) -- Rangsit University, 2018en_US
dc.language.isoenen_US
dc.publisherRangsit Universityen_US
dc.subjectLearning Strategiesen_US
dc.subjectEnglish language -- Study and teaching -- Bhutanen_US
dc.subjectEnglish language -- Textbooks for foreign speakersen_US
dc.titleESL learning strategy among grade nine Bhutanese secondary school students in Chhukha, Bhutanen_US
dc.typeThesisen_US
dc.description.other-abstractThis study was to survey the current practice of Rebecca Oxford’s Learning Strategies of grade nine Bhutanese secondary school students in ESL learning and to compare Rebecca Oxford’s Learning Strategies based on gender, age and the number of years in ESL learning experience. The researcher employed mixed methods to carry out the study. The quantitative data were gathered from 105 ESL respondents from one of the central schools in Chhukha District by using Oxford (1990) SILL survey questionnaire that consisted of 50 items and qualitative data were gathered through focus group discussion consisting of ten questions. The data were then analyzed and results tabulated. The findings showed that the majority of the respondents practice metacognitive strategies and then social strategies, and relatively few were practicing cognitive strategies, memory strategies and affective strategies and the least compensation strategies. The result showed that the current practice of Rebecca Oxford’s Learning Strategies at the moderate level with the average mean score of 3.40 by grade nine Bhutanese secondary school students in ESL learning. The result also revealed that grade nine Bhutanese secondary school students did not have one common language learning strategy suitable for all learners. However, the study concluded that there was statistically significant difference in use of Oxford’s Learning Strategies by gender, female employed the strategies most frequently than maleen_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineCurriculum and Instructionen_US
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