Encourage students’ out - Of - class english learning strategies

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TRƯỜNG THPT YÊN ĐỊNH 3
SÁNG KIẾN KINH NGHIỆM
ENCOURAGE STUDENTS’ OUT-OF-CLASS ENGLISH LEARNING STRATEGIES
 Người thực hiện: Đỗ Thị Thủy
 Chức vụ: Giáo viên
 Đơn vị công tác: Trường THPT Yên Định 3
 SKKN thuộc môn: Tiếng Anh
THANH HÓA NĂM 2019
Table of contents
Page
Introduction 
Reasons for choosing the topic....
Purposes of the study
Objects of the study......
Methods of the study
Contents .
Theoretical background.
Definitions of ‘learning strategies’ and ‘out - of - class learning strategies’..
Learning strategies
Out – of – class learning strategies
Out – of – class learning strategies in learning English ..
The roles of students’ out – of – class learning strategies on their learning .
Students’ out – of – class learning strategies at Yen Dinh 3 high school ..
Language learning strategies...
Out – of - class. Learning activities.....
The relationship between motivation and out-of-class learning strategies ...
How to make use of students’ out – of – class learning strategies ..
Conducting surveys to determine students’ out – of – class learning strategies.. 
Create a classroom that supports differentiated learning.
Assigning suitable tasks outside the classroom ..
Sample tasks outside the classroom ...
Effects of the study on teaching and learning..
Conclusion .
Conclusion 
Recommendation .
References 
Appendice
2
2
3
3
3
4
4
4
4
5
6
7
7
7
7
 8
 8
 10
 10
10
11
13
14
 16
 16
 19
INTRODUCTION
Reasons for choosing the topic
 In recent years, many researchers have focused on variables which promote success in language learning. The fact is well known that even though students learn language in the same class, the degree of their success of language learning is different depending on students’ individual differences (Motoki, 2006). A lot of studies focus on these individual differences, and there is an increasing expectation for research which focuses on the effects of the variables of those individual differences on actual learning conditions. Takeda (1998) says that to acquire skills for communication in English, learners need to not only study linguistic features but also motivate themselves for language learning, and consider their learning strategies
 Within the realm of second language acquisition and learning, a large number of research bodies (e.g. Larsen-Freeman & Long, 1991; O’Malley & Chamot, 1990; Oxford, 1990) have agreed that language learning strategy use is one of the most important factors in the second language acquisition process. Many studies of second language learning (e.g. Green & Oxford, 1995; Griffiths & Parr, 2001; Oxford, 1990; Park, 1997) have extensively documented how successful learners seem to use a wider variety of language learning strategies than unsuccessful learners. Meanwhile, several studies (e.g. Cohen, 1998; Oxford, 1990; O’Malley & Chamot, 1990; Purpura, 1997) have revealed that selecting appropriate strategies could enhance the learners’ performance of second language learning. Therefore, it is clear that the choices of strategies used by second language learners plays a vital role in second language learning.
 It is found that information technology permeates students' life, but its vast potential for learning English is still unexploited. Email and surfing the Internet, in particular, can be more fully utilized with the help of the school. As for leisure activities, the study went in congruence with other studies. Listening to songs and watching movies and television are still all-time favourites. To heighten the effectiveness of the learning strategies, their use should perhaps start from the classroom. The study suggests raising learners' awareness of the benefits of out-of-class learning strategies and introducing more activities or school programmes that lead to access to the resources beyond class.
 Moreover, teachers tend to pay more attention to the stratergies students use inside than those outside classroom while “Out-of-class activities are also linked with real life applications; this connection is key to fostering more authentic language usage and autonomy” (Pearson, 2004). Having been an English teacher for sixteen years as well as an experienced second language learner, I have paid special attention to the factors affecting students’ second language learning. Besides, I also spent a lot of time studying these factors in my thesis during my post graduate course at ULIS. Therefore, I have written my initiative “ encouraging students’ out – of – class learning strategies with the desire to find better teaching methods and know how to motivate the students to learn more effectively, especially outside the classroom. 
1.2. Purposes of the study
 The current study aims at: 
Investigating the choice of language learning strategies, especially out of class learning stratergies among grade 10th students at Yen Dinh 3 uppersecondary school. 
Not only examining students’ out- of –class learning strategies in isolation but also exploring the links between their learning strategies and their English learning results at school.
Suggesting some methods to make full use of students’ out- of – class learning.
Objectives of the study:
 The research focuses on finding what kinds of out – of – class learning strategies of learning English existing among grade 10th students and if students’ choice out - of - class learning stratergies is related to their motivation and studying result of the subject.
Methods of the study
 To realize the aims of the study, the reseacher has used both quantitative and qualitative methods. The theoretical background of the study comes from a lot of published books by famous researchers in the field. The data for the charts has been collected through survey questionnaire and analyzed by SPSS software.
 The participants are 90 students from the classes of grade 10 at Yen Dinh 3 uppersecondary school, both males and females. Before being handed out the survey questionnaires, the students were explained what to do to complete the paper correctly. Then they were allowed to finish it individually within 30 minutes.
 The survey instruments of these parts involve a set of questionnaires: the Strategy Inventory for Language Learning or SILL (Oxford, 1990). The SILL is a paper-and-pencil survey and widely used for investigating language learners’ strategy use all over the world.
 The data then were collected to be processed by The Statistical Package for Social Science (SPSS) Computer Program
2. CONTENTS
2.1. Theoretical background
2.1.1. Definitions of ‘learning strategies’ and ‘out - of - class learning strategies’
Learning strategy 
 + Learning strategy concepts
 The word “strategy” comes from the ancient Greek word strategia, which means steps or actions taken for the purpose of winning a war.The warlike meaning of strategia has fortunately fallen away, but the control and goal directedness remain in the modern version of the word (Oxford, 1990).
 In defining the language learning strategy, Oxford & Crookall (1989) stated that “different researchers use different terms and different concepts”.Many researchers and experts have defined language learning strategies from different points of view. According to Wenden (1987), language learning strategies can be defined from the aspect of language learning behaviours, such as learning and regulating the meaning of a second or foreign language, cognitive theory, such as learners’ strategic knowledge of language learning, and the affective view, such as learners’ motivation, attitude, etc. It is argued that three points of views can improve language learning. O’Malley, Chamot and their colleagues (Chamot & O’Malley, 1987; O’Malley et al., 1985a) were devoted to studying the use of learning strategies by ESL learners in the US. Based on their research, language learning strategies were devided into three main categories, metacognitive, cognitive, and social affective which refer to learners’ planning their learning, thinking about the learning process, monitoring their own comprehension or production, and evaluating the outcomes of their own learning. Next, Rigney (1978), and Rubin (1987), define language learning strategy as those “that contribute to the development of the language system which the learner constructs and (which) affects learning directly” (1987). Moreover, the definition by Oxford (1990) also included cognitive, emotional, and social aspects of language learning strategies that enhance learners’ language learning proficiency and self-confidence (Oxford, 1990; Ehrman & Oxford, 1990).
+ Language learning strategy system of Rebecca Oxford
 Oxford (1990) classified learning strategies inventory as operations employed by the learner to aid in the acquisition, storage, retrieval, and use of information. Learners can adopt more specific strategies to make their learning more direct and effective. Oxford categorized these learning actions as direct or indirect strategies. Direct strategies help learners store and recover information; they assist learners in producing the language to fill in the gap of unknown knowledge. Direct strategies include memory, cognitive, and compensation strategies. Meanwhile, indirect learning strategies echo direct strategies, but manage language learning without direct involvement. Indirect strategies are metacognitive, affective, and social strategies. The functions of each strategy defined by Oxford (1990) are as follows: 
Direct stratergies
- Memory strategies help learner link one second/ foreign language learning item or concept with another but do not necessarily involve deep understanding.
- Cognitive strategies enable the learner to manipulate the language material in direct way, e.g., through reasoning, analysis, note-taking, summarizing, synthesining, outlining, reorganizing information to develop stronger schemas ( knowledge structures), practising in naturalistic settings, and practicing structures and sounds formally. 
- Compensation strategies (e.g., guessing from the context in listening and reading, using synoyms and “talking around” the missing word to aid speaking and writing; and strictly for speaking, using guestures or pause words) helps the learner make up for missing knowledge.
Indirect strategies
- Metacognitive strategies (e.g.,identifying one’s own learning style preferences and needs, planning for an L2 task, gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, and evaluate task success, and evaluate task success of any type of learning strategy) are employed for managing the learning process overall.
- Affective strategies include identifying one’s mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive self- talk.
- Social strategies (e.g., asking questions to get verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native speaking conversation partner, and exploring cultural and social norm) help the learner work with others and understand the target culture as well as the language.
 Rebecca Oxford’s Strategy Inventory for Language learning (SILL) is the most influential instrument in the area of language learning strategies and lays out the most exhaustive hierarchy of learning strategies to date (Rivera-Mills & Plonsky 2007).
Out – of - class learning strategy concepts 
 Much interest has been expressed in out - of - class language learning strategies. Pickard (1996) reported that some studies formulate useful typologies of strategy use (Naiman, 1978; Oxford, 1990; Rubin, 1975); all highlight the importance of the out-of-class strategies employed voluntarily by learners outside the language classroom. Pickard (1996, p. 150) also reported that: “These language learning strategies encompass student-initiated activities, such as listening to the radio and reading newspapers.” 
 Rubin (1975) identified seven general characteristics of the good language learner, which include such out-of-class strategies as seeking out opportunities to use the language by looking for native speakers, and going to the cinema or to other cultural events.
 Out-of-class learning, as it relates to language learning, has recently been broadly defined as any kind of learning that takes place outside the classroom and involves self-instruction, naturalistic learning or self-directed naturalistic learning (Benson 2001: 62). 
 Benson (2001:62) divides out-of-class learning into three categories:
-Self instruction, where learners deliberately plan to improve the target language and search out resources to help them do this, for example by using self study grammar books to improve their grammar
- Naturalistic language learning, where they learn mainly unintentionally through communication and interaction with the target language group, for example when engaged in discussions with English speaking classmates or colleagues
- Self-directed naturalistic language learning, where learners create or seek out a language learning situation, but may not focus directly on learning the language while they are in that situation. For example, learners may subscribe to an English newspaper everyday with the underlying aim of improving their vocabulary, but may read it mainly for the news without undertaking any specific learning activities. 
 Benson (2001) referred to the dearth of research on out-of-class language learning, and its importance to the theory and practice of autonomy. 
 Macaro (2001) proposed some activities which students would use into the habits of looking for the foreign language outside the classroom:
- Speaking outside the classroom: Not only can learners maximize exposure to the foreign language outside the classroom by reading or listening to language, they can also try to speak the foreign language outside the classroom.
- Social strategies: There is a list of activities that students can do with their friends in order to develop this idea that language learning can take place outside the classroom and can involve social activities: writing a letter to their friends with 10 deliberate mistakes, asking them to underline the mistakes, recording a dialogue together, practicing a scene together, trying to work out a foreign language text together.
-Taking notes: Teachers should allow students to take notes whenever they want. It helps to remember and notice something interesting and different about their current knowledge and the input they are receiving.
-Materials: We have also considered a dossier of materials which we can use in
order to train learners to use strategies. These materials are designed to 
«scaffold» the strategy in question.
2.1.1.3. The roles of students’ out – of – class learning strategies on their learning
 The significance of out-of-class learning is evident in a seminal study on Good Language Learners (GLLs) by Rubin in 1975 (as cited in (Mohamed, 2000; Marefat and Barbari, 2009)). One of the characteristics of GLLs is their interest in looking for opportunities to use the language, for instance speaking to native speakers and going to the cinema. This notion is strengthened by Stern (1983 as cited in (Marefat and Barbari, 2009) who highlights that a GLL possesses social learning strategy. The strategy includes making communicative contact with target language and target language community. Nunan’s studies of successful language learners from variety of contexts and language learning backgrounds demonstrate, ‘the determination to apply their developing language skills outside the classroom’ can play a crucial role for learners in terms of their second language development (Nunan, 1991: 175)
 Field (2007) also states: “Students need to develop the ability to acquire the information that is available both inside and outside the classroom context”.What facilitates or inhibits our students' out-of-class English learning activities? It will be interesting and important for language teachers to know what atually happen beyond the classroom. One cannot naively assume that all learners know the importance of exposure or practice outside class or how to capitalize on available resources. A better understanding of theìr own work on improving English will inform our teaching strategies. Out-of-class learning should be part and parcel of the whole learning issue as it can supplement in-class learning and enhance one's learning effectiveness.
 There is cultural shift within education field as autonomy is increasingly transferred to students’ self guided language learning outside the classroom (Benson, 2011). Learning is a life-long endeavour. Teachers cannot learn for their students nor can they help them all their lives. Besides, even in a formal learning institution, who can ensure that learners learn what teachers teach, given the complex relationship between instruction and learning? There are more distance or on-line courses, more self-learning programmes and self-access centers. If students are empowered to learn on their own, they can take charge of their own learning and life and become, as Benson (2001: 19) remarks, 'fully functioning members of a modern society.'
2.2. Students’ out – of – class learning strategies at Yen Dinh 3 high school
2.2.1. Language learning strategies
 As illustrated in table 1, the means of the strategies rang from 2.70 to 3.20 which are all above the average of the five – point scale. Metacognitive strategy is the most frequently used (M = 3.2) and is followed by affective strategy (M = 3.20). Memory strategy with M = 3.05 ranks third in decending scale. Three other strategies, scocial, cognitive and compensation have the means 2.82, 2.79 and 2.70 respectively. Compensation strategy is the least frequently adopted, so it can be infered that students do not always try to guess the missing words in the context or use guesture to explain for the word they forget. From this result, it can be infered that students tend to prefer indirect learning strategies with its sub-types, metacognitive and affective, have the highest mean scores while direct strategies seem not to be their favorite ones with the mean scores of the two sub-types, cognitive and compensation, are both at the lowest level.
 Table 1: Summary of descriptic statistic for language learning strategy use
Strategy use
Mean
Std. Deviation
Compensation
2.70
1.240
Cognitive
2.79
1.111
Social
2.82
1.286
Memory
3.05
1.031
Affective
3.20
1.439
Metacognitive
3.29
1.139
2.2.2. Out – of – class learning activities
 The results from the second section of part I in the survey questionnaires provide some information about what students do to learn English outside class. Students do not only acquire English through one activity but many of them choose more options, so the total response adds up to 204. There is a big difference in the percentage of the choice the students have made. ‘Listen to English songs’ ranks first on the list with 76.1 percent of the cases, so the students prefer learning English through English songs to the other activities outside class. This option is followed by ‘play games in English’ with only five cases fewer. Far from the two options on the top list is the activity ‘read books in English’, which accounts for 40.9 percent of the cases. Half of that number belongs to ‘chat with foreigners on line’. Apart from the above mentioned activities, three point four percent of students learn English through other activities. As being specified in the survey, these activities include watching films in English, sending emails or talking to foreigners in English. Lastly, few students read English newspapers to improve their English and their choice lies at the end of the list which makes up three point four perce