A study on the English language learning strategies of a group of senior form secondary school students in preparation for the Hong Kong Diploma of Secondary Education Examination

Abstract

The purpose of this dissertation is to investigate the use of the language learning strategies and the factors governing the use of language learning strategies of a group of secondary five students of a local band-two secondary school. In order to collect more validity and reliability data, a mixed-method approach, including qualitative and quantitative, was adopted (Abowitz and Toole, 2010). The two methods are completing a questionnaire and conducting an interview. Students’ active assent was pursued before the start of the study. As for the questionnaires, 110 valid questionnaires were collected and then the results were analyzed with the help of computer software, SPSS. Four students were invited to do a pilot test in order to eliminate the errors and clarify the wordings used on the questionnaire before the real test. Regarding the interview, ten students were invited and the recording was done on a computer application, Recorder Plus and it was transcribed by the present writer. Regarding the six learning strategies being studied, Memory strategies and Affective strategies are not generally used whereas the others are sometimes used. It is found that female subjects, highly-motivated learners, low-anxious learners, high-perception learners and proficient learners have a higher mean of the use of learning strategies over the ‘opposite’ subject groups. Students who treat SBA component more important than the public exam component of the English language of the HKDSE have a lower mean of the use of language learning strategies than the groups who view SBA component equally important / less important than the public examination component. There is a general trend of the order of the use of learning strategies for most of the subject group, except for the high-perception learners and the proficient learners. Students interviewed generally agree that there is a relationship between language learning strategies and the success of examinations. They acquire learning strategies by themselves, teachers and / mass media. They wish to acquire various learning strategies according to their individual needs in schools but practically they understand the time constraint under the present education system. With regard to the findings, several recommendations are made in the Chapter 5 of the dissertation. First, Education Bureau (EDB) and schools can integrate language learning strategies into the curriculum. Then, teachers should act as the resources persons to introduce where students can acquire learning strategies. Teachers should also assess students’ individual needs before conducting the teaching of learning strategies and they may design suitable materials on their own as well. While instilling learning strategies, teachers should explain the exam components clearly to their students and strengthen those factors that can enhance the use of learning strategies. In this sense, it is hoped that students’ learning effects can be optimized. The present writer really hopes that this study can draw the attention of teachers and learners to the importance of acquiring language learning strategies and the relationship with the success and the performance of language learning.