Thanh bên bài viết
Chuyên mục:
Khoa học Xã hội và Nhân văn (Tiếng Anh)
Ngày xuất bản:
17/04/2026
Lượt xem
20
Lượt tải xuống
10
Trích dẫn bài báo
Truong, C. Q., Huynh, T. D. T., & Tran, T. M. H. (2026). Exploring students’ English language learning strategies at Ho Chi Minh City University of Physical Education and Sports. Tạp chí Khoa học Đại học Đồng Tháp, Online First, 1-16. https://doi.org/10.52714/dthu.sch.2693.1851
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Exploring students’ English language learning strategies at Ho Chi Minh City University of Physical Education and Sports
Nội dung chính của bài viết
Tóm tắt
This study explores the language learning strategies employed by students at Ho Chi Minh City University of Physical Education and Sports, using both quantitative and qualitative approach grounded in Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Data were initially collected by surveying 342 students, followed by in-depth interviews with 20 purposefully selected participants to gain a richer understanding of their strategy use. Thematic analysis revealed a strong preference for memory and metacognitive strategies, while cognitive and affective strategies were used less frequently. These findings offer concrete insights into how target students employ language learning strategies, with a particular preference for metacognitive and memory strategies due to limited study time and exam-focused instruction. Qualitative data further revealed that motivation, perceived language needs, and personal goals strongly influenced strategy use. Based on these findings, the study recommends incorporating strategy-based instruction into the curriculum, with a focus on raising awareness of practical strategies and linking them to students’ real-life goals. These results inform English language educators and curriculum developers in designing more context-sensitive and goal-oriented English programs for students in Vietnam’s physical education and sports specialized institutions.
Từ khóa
Language learning strategies, SILL, sports education.
Chi tiết bài viết
Bài báo này được cấp phép theo Creative Commons Attribution-NonCommercial 4.0 International License.
Tài liệu tham khảo
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Benyoucef, R. (2024). Exploring the role of learning experiences and perceived opportunities in shaping non-English major students' beliefs about language learning and investment in university English classes in Algeria (Doctoral dissertation, University of Southampton).
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130. https://doi.org/10.1017/S0267190505000061
Chang, N.-Y., & Liu, H.-Y. (2015). Effects of language learning strategies and learners’ motivation on students’ learning achievement. International Journal of English Language Education, 3(2), 132–141. https://doi.org/10.5296/ijele.v3i2.8276
Cohen, A. D. (2014). Strategies in learning and using a second language (2nd ed.). Routledge.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Dang, T. B. D., & Ha, T. V. (2021). Factors affecting motivation of English-majored students towards learning English at a university in the Mekong Delta, Vietnam. European Journal of English Language Teaching, 6(6). https://doi.org/10.46827/ejel.v6i6.4045
Dong, M. H. (2022). A study on factors affecting English-majored students’ difficulties in their speaking performance. European Journal of Foreign Language Teaching, 6(1). https://doi.org/10.46827/ejfl.v6i1.4105
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identities and the L2 self: Future research directions. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 350–356). Multilingual Matters.
Dreyer, C., & Oxford, R. L. (1996). Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 61–74). University of Hawai’i Press.
Dunifa, L. (2023). Non-English majors’ students' motivational orientation and problems they perceived in learning oral English skills. Anatolian Journal of Education, 8(1), 47–62. https://doi.org/10.29333/aje.2023.815
Ha, N. Đ. N., & Thao, T. Q. (2020). Factors affecting non-English majors’ English learning needs. Ho Chi Minh City Open University Journal of Science: Social Sciences, 15(1), 216–229. https://doi.org/10.46223/hcmcoujs.soci.vi.15.1.426.2020
Han, V. N. (2016). Strategies to enhance English speaking skill which build confidence for 16 adult learners in a language center. [Unpublished master’s thesis].
Ho, A. P., & Ng, L. L. (2016). Gender-based differences in language learning strategies among undergraduates in a Malaysian public university. Issues in Language Studies, 5(2). https://doi.org/10.33736/ils.1855.2016
Hung, L. T. (2020). Investigating the use of translation as a learning strategy of English learners in Can Tho city. Ho Chi Minh City Open University Journal of Science: Social Sciences, 15(1), 48–55. https://doi.org/10.46223/hcmcoujs.soci.vi.15.1.595.2020
Jantawong, L., Yuso, P., & Nilwichien, S. (2018). Language learning strategies employed by high and low language proficiency university students in a Thai context. Journal of Southern Technology, 11(2), 72–80.
Ketchumpol, M., & Sarobol, N. (2021). Problems and solutions in teaching English of non-education major teachers in Thai context [Master’s thesis, Srinakharinwirot University].
Lee, J., & Heinz, M. (2016). English language learning strategies reported by advanced language learners. Journal of International Education Research, 12(2), 67–76. https://doi.org/10.19030/jier.v12i2.9629
Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25–30. https://doi.org/10.33365/jeltl.v1i1.243
Lund, T. (2012). Combining qualitative and quantitative approaches: Some arguments for mixed methods research. Scandinavian Journal of Educational Research, 56(2), 155–165. https://doi.org/10.1080/00313831.2011.568674
Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338–352. https://doi.org/10.1016/j.system.2007.01.003
Muliasari, D. (2023). Challenges and strategies in teaching English to non-English majors in business and accounting programs. International Journal of Economics, Business and Accounting Research, 7(4). https://doi.org/10.29040/ijebar.v7i4.995
Nguyen, V. T. (2016). Exploring language learning strategies of Vietnamese university English and non-English majors. Language Education in Asia, 7(1), 4–19.
Nguyen, N. H., & Trang, P. N. (2024). Common problems in communication of non-English majored freshmen at a university in Vietnam. British Journal of Multidisciplinary and Advanced Studies, 5(3), 90–105.
Osanai, D. (2000). Differences in language learning strategies between male and female, and between Asian and Latino ESL students (Doctoral dissertation, University of Tennessee). https://trace.tennessee.edu/utk_graddiss/8378
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House.
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1–23. https://doi.org/10.1016/0346-251X(94)00047-A
Oxford, R. L., & Crookall, D. (1989). Research on affective strategies in language learning: Effects on anxiety and performance. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 77–94). Prentice Hall.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Phan, T. L. A., Huynh, T. C., & Vo, V. V. (2023). An exploratory study of learning strategies differences between English majors and non-English majors. HNUE Journal of Science: Educational Sciences, 68(3), 17–30.
Pham, N. H. T., & Nguyen, H. B. (2021). Difficulties in English speaking skills of non-English majored freshmen at a university. International Journal of Innovative Research and Development, 10(4), 10–17. https://doi.org/10.24940/ijird/2021/v10/i4/APR21004
Phương, L. H. (2025). Washback and narrowing curriculum: Perceptions from Vietnamese English teachers. Language Testing Asia, 15(1), 75–90. https://doi.org/10.1186/s40468-025-00287-x
Poudel, K. K., & Thapa, R. B. (2022). Inadequate grammatical proficiency of B. Ed. English majors: Claims and confessions. Education Quarterly Reviews, 5(4), 382–392. https://doi.org/10.31014/aior.1993.05.04.594
Rohmawati, S. A., Rahim, T. R., Tohamba, C. P. P., & Sain, Y. (2024). Unlocking motivational pathways: A study of non-English major students’ orientation in learning English. Himalayan Journal of Education and Literature, 5(1), 1–6. https://doi.org/10.22259/hjel.0501001
Roshan, A. S., Mushfiqe, Gurbaz, M. Q., & Rahmani, S. (2022). The effects of large classes on English language teaching. Integrated Journal for Research in Arts and Humanities, 2(2), 38–41.
Rubin, J. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly, 9(1), 41–51. https://doi.org/10.2307/3586011
Salmanova, S. (2025). Communicative approach in foreign language teaching: Advantages and limitations. Euro-Global Journal of Linguistics and Language Education, 2(2).
Son, N. V., & Habók, A. (2023). Metacognition in language learning among non-English-major tertiary students in Vietnam. Frontiers in Psychology, 14, 1125673.
Thanh, N. T. (2020). Washback effects of high-stakes English language testing on teaching and learning in Vietnam. Journal of Language Testing and Evaluation, 12(2), 45–60.
Tran, T. N. A. (2022). Language learning strategies employed by non-English majors at Nong Lam University. Journal of Educational Research, 38(2), 45–56.
Tran, T. Q., & Tran, D. N. T. (2020). Non-English majors’ English-speaking difficulties: A case study. In Proceedings of the 8th OpenTESOL Conference 2020 (pp. 242–262).
Tran, T. Q. T., Nguyen, T. M. N., Luu, T. T., & Pham, T. B. N. (2021). An evaluation of English non-majored freshmen’s attitude towards EFL learning at Can Tho University of Technology. International Journal of TESOL & Education, 1(2), 72–98. https://doi.org/10.54855/ijte.21215
Tsai, S. C. (2011). Courseware integration into task-based learning: A case study of multimedia courseware-supported oral presentations for non-English major students. ReCALL, 23(2), 117–134. https://doi.org/10.1017/S0958344011000044
University of Texas, Center for Teaching and Learning. (n.d.). Teaching large classes. Center for Teaching and Learning, The University of Texas at Austin. https://ctl.utexas.edu/instructional-strategies/teaching-large-classes
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168–176. https://doi.org/10.1093/elt/53.3.168
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness, and proficiency in L2 listening. Applied Linguistics, 26(1), 70–89. https://doi.org/10.1093/applin/amh041
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. https://doi.org/10.1017/S0261444807004338
Veenman, M. V. J. (2011). Alternative assessment of strategy uses with self-report instruments: A discussion of validity problems. Metacognition and Learning, 6(2), 205–211. https://doi.org/10.1007/s11409-011-9080-x
Vo, V. V., Phan, T. L. A., & Huynh, T. C. (2023). Language learning strategies employed by non-English majors at Nong Lam University, Vietnam. Vietnam Journal of Education, 7(1), 1-14.
Wahyuni, S. (2022). Language learning strategy uses across gender. Jurnal Lingua Applicata, 6(2), 45–56. https://doi.org/10.22146/jla.76254
Woodrow, L. (2005). The challenge of measuring language learning strategies. Language Learning Journal, 31(1), 19–30. https://doi.org/10.1080/09571730585200051
Xie, Y. (2025). Global review of exam washback effects on memorization strategies. Language Testing International, 22(3), 210–228.
Benyoucef, R. (2024). Exploring the role of learning experiences and perceived opportunities in shaping non-English major students' beliefs about language learning and investment in university English classes in Algeria (Doctoral dissertation, University of Southampton).
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130. https://doi.org/10.1017/S0267190505000061
Chang, N.-Y., & Liu, H.-Y. (2015). Effects of language learning strategies and learners’ motivation on students’ learning achievement. International Journal of English Language Education, 3(2), 132–141. https://doi.org/10.5296/ijele.v3i2.8276
Cohen, A. D. (2014). Strategies in learning and using a second language (2nd ed.). Routledge.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Dang, T. B. D., & Ha, T. V. (2021). Factors affecting motivation of English-majored students towards learning English at a university in the Mekong Delta, Vietnam. European Journal of English Language Teaching, 6(6). https://doi.org/10.46827/ejel.v6i6.4045
Dong, M. H. (2022). A study on factors affecting English-majored students’ difficulties in their speaking performance. European Journal of Foreign Language Teaching, 6(1). https://doi.org/10.46827/ejfl.v6i1.4105
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identities and the L2 self: Future research directions. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 350–356). Multilingual Matters.
Dreyer, C., & Oxford, R. L. (1996). Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 61–74). University of Hawai’i Press.
Dunifa, L. (2023). Non-English majors’ students' motivational orientation and problems they perceived in learning oral English skills. Anatolian Journal of Education, 8(1), 47–62. https://doi.org/10.29333/aje.2023.815
Ha, N. Đ. N., & Thao, T. Q. (2020). Factors affecting non-English majors’ English learning needs. Ho Chi Minh City Open University Journal of Science: Social Sciences, 15(1), 216–229. https://doi.org/10.46223/hcmcoujs.soci.vi.15.1.426.2020
Han, V. N. (2016). Strategies to enhance English speaking skill which build confidence for 16 adult learners in a language center. [Unpublished master’s thesis].
Ho, A. P., & Ng, L. L. (2016). Gender-based differences in language learning strategies among undergraduates in a Malaysian public university. Issues in Language Studies, 5(2). https://doi.org/10.33736/ils.1855.2016
Hung, L. T. (2020). Investigating the use of translation as a learning strategy of English learners in Can Tho city. Ho Chi Minh City Open University Journal of Science: Social Sciences, 15(1), 48–55. https://doi.org/10.46223/hcmcoujs.soci.vi.15.1.595.2020
Jantawong, L., Yuso, P., & Nilwichien, S. (2018). Language learning strategies employed by high and low language proficiency university students in a Thai context. Journal of Southern Technology, 11(2), 72–80.
Ketchumpol, M., & Sarobol, N. (2021). Problems and solutions in teaching English of non-education major teachers in Thai context [Master’s thesis, Srinakharinwirot University].
Lee, J., & Heinz, M. (2016). English language learning strategies reported by advanced language learners. Journal of International Education Research, 12(2), 67–76. https://doi.org/10.19030/jier.v12i2.9629
Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25–30. https://doi.org/10.33365/jeltl.v1i1.243
Lund, T. (2012). Combining qualitative and quantitative approaches: Some arguments for mixed methods research. Scandinavian Journal of Educational Research, 56(2), 155–165. https://doi.org/10.1080/00313831.2011.568674
Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338–352. https://doi.org/10.1016/j.system.2007.01.003
Muliasari, D. (2023). Challenges and strategies in teaching English to non-English majors in business and accounting programs. International Journal of Economics, Business and Accounting Research, 7(4). https://doi.org/10.29040/ijebar.v7i4.995
Nguyen, V. T. (2016). Exploring language learning strategies of Vietnamese university English and non-English majors. Language Education in Asia, 7(1), 4–19.
Nguyen, N. H., & Trang, P. N. (2024). Common problems in communication of non-English majored freshmen at a university in Vietnam. British Journal of Multidisciplinary and Advanced Studies, 5(3), 90–105.
Osanai, D. (2000). Differences in language learning strategies between male and female, and between Asian and Latino ESL students (Doctoral dissertation, University of Tennessee). https://trace.tennessee.edu/utk_graddiss/8378
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House.
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1–23. https://doi.org/10.1016/0346-251X(94)00047-A
Oxford, R. L., & Crookall, D. (1989). Research on affective strategies in language learning: Effects on anxiety and performance. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 77–94). Prentice Hall.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Phan, T. L. A., Huynh, T. C., & Vo, V. V. (2023). An exploratory study of learning strategies differences between English majors and non-English majors. HNUE Journal of Science: Educational Sciences, 68(3), 17–30.
Pham, N. H. T., & Nguyen, H. B. (2021). Difficulties in English speaking skills of non-English majored freshmen at a university. International Journal of Innovative Research and Development, 10(4), 10–17. https://doi.org/10.24940/ijird/2021/v10/i4/APR21004
Phương, L. H. (2025). Washback and narrowing curriculum: Perceptions from Vietnamese English teachers. Language Testing Asia, 15(1), 75–90. https://doi.org/10.1186/s40468-025-00287-x
Poudel, K. K., & Thapa, R. B. (2022). Inadequate grammatical proficiency of B. Ed. English majors: Claims and confessions. Education Quarterly Reviews, 5(4), 382–392. https://doi.org/10.31014/aior.1993.05.04.594
Rohmawati, S. A., Rahim, T. R., Tohamba, C. P. P., & Sain, Y. (2024). Unlocking motivational pathways: A study of non-English major students’ orientation in learning English. Himalayan Journal of Education and Literature, 5(1), 1–6. https://doi.org/10.22259/hjel.0501001
Roshan, A. S., Mushfiqe, Gurbaz, M. Q., & Rahmani, S. (2022). The effects of large classes on English language teaching. Integrated Journal for Research in Arts and Humanities, 2(2), 38–41.
Rubin, J. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly, 9(1), 41–51. https://doi.org/10.2307/3586011
Salmanova, S. (2025). Communicative approach in foreign language teaching: Advantages and limitations. Euro-Global Journal of Linguistics and Language Education, 2(2).
Son, N. V., & Habók, A. (2023). Metacognition in language learning among non-English-major tertiary students in Vietnam. Frontiers in Psychology, 14, 1125673.
Thanh, N. T. (2020). Washback effects of high-stakes English language testing on teaching and learning in Vietnam. Journal of Language Testing and Evaluation, 12(2), 45–60.
Tran, T. N. A. (2022). Language learning strategies employed by non-English majors at Nong Lam University. Journal of Educational Research, 38(2), 45–56.
Tran, T. Q., & Tran, D. N. T. (2020). Non-English majors’ English-speaking difficulties: A case study. In Proceedings of the 8th OpenTESOL Conference 2020 (pp. 242–262).
Tran, T. Q. T., Nguyen, T. M. N., Luu, T. T., & Pham, T. B. N. (2021). An evaluation of English non-majored freshmen’s attitude towards EFL learning at Can Tho University of Technology. International Journal of TESOL & Education, 1(2), 72–98. https://doi.org/10.54855/ijte.21215
Tsai, S. C. (2011). Courseware integration into task-based learning: A case study of multimedia courseware-supported oral presentations for non-English major students. ReCALL, 23(2), 117–134. https://doi.org/10.1017/S0958344011000044
University of Texas, Center for Teaching and Learning. (n.d.). Teaching large classes. Center for Teaching and Learning, The University of Texas at Austin. https://ctl.utexas.edu/instructional-strategies/teaching-large-classes
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168–176. https://doi.org/10.1093/elt/53.3.168
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness, and proficiency in L2 listening. Applied Linguistics, 26(1), 70–89. https://doi.org/10.1093/applin/amh041
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. https://doi.org/10.1017/S0261444807004338
Veenman, M. V. J. (2011). Alternative assessment of strategy uses with self-report instruments: A discussion of validity problems. Metacognition and Learning, 6(2), 205–211. https://doi.org/10.1007/s11409-011-9080-x
Vo, V. V., Phan, T. L. A., & Huynh, T. C. (2023). Language learning strategies employed by non-English majors at Nong Lam University, Vietnam. Vietnam Journal of Education, 7(1), 1-14.
Wahyuni, S. (2022). Language learning strategy uses across gender. Jurnal Lingua Applicata, 6(2), 45–56. https://doi.org/10.22146/jla.76254
Woodrow, L. (2005). The challenge of measuring language learning strategies. Language Learning Journal, 31(1), 19–30. https://doi.org/10.1080/09571730585200051
Xie, Y. (2025). Global review of exam washback effects on memorization strategies. Language Testing International, 22(3), 210–228.
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