Investigating language learning strategies of Thai EFL undergraduate Students
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Abstract
This study aimed to investigate language learning strategies of Thai EFL undergraduate students who are majoring in language,
and to compare the language learning strategies of these students based on gender, years in the university, and major. A
questionnaire, Oxford’s Strategy Inventory for Language Learning (SILL) was completed by 360 Thai EFL undergraduate
students. This instrument comprised 50 items grouped into six categories: (a) memory strategies, (b) cognitive strategies, (c)
compensation strategies, (d) metacognitive strategies, (e) affective strategies, and (f) social strategies. The results were
calculated in terms of percentages, mean scores, and standard deviations. A statistical approach was employed to determine
the differences between language learning strategies and the independent variables of gender, years in the university, and
major. The results revealed that the language learning strategies of Thai EFL students majoring in language are significantly
different among different years in the university and different language majors. However, there was no significant difference
between the language learning strategies based on gender.
Keywords: Language learning strategies; EFL; teaching; students; Thai.
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