AN INVESTIGATION OF THAI STUDENTS ENGLISH LANGUAGE PROBLEMS AND THEIR LEARNING STRATEGIES IN THE INTERNATIONAL PROGRAM AT MAHIDOL UNIVERSITY

MS.RATANA PAWAPATCHARAUDOM

A CASE STUDY SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS DEPARTMENT OF LANGUAGES GRADUATE COLLEGE KING MONGKUTS INSTITUTE OF TECHNOLOGY NORTH BANGKOK ACADEMIC YEAR 2007 COPYRIGHT OF KING MONGKUTS INSTITUTE OF TECHNOLOGY NORTH BANGKOK

Name Case Study Title

: Ms.Ratana Pawapatcharaudom : An Investigation of Thai Students English Language Problems and Their Learning Strategies in the International Program at Mahidol University

Major Field

: English for Business and Industry King Mongkuts Institute of Technology North Bangkok

Case Study Advisor Co-Advisor Academic Year

: Assistant Professor Dr.Ngamthip Wimolkasem : Mr.Jeffrey Tyson Frazier : 2007

Abstract The purpose of this study was to investigate the English language problems and learning strategies. The study employed a survey design which involved

administering questionnaires of rating scales, using Rubin, J., & Thompson, I. (1994) and Rebecca Oxford (1990) Strategy Inventory for Language Learning (SILL), to measure English language problems and language learning strategies from 30 Thai students of Mahidol University. The results of this study revealed that the most serious problem of Thai students in English language learning is writing skills while the barrier to intercultural communication is the least problem. Another big problem involved being unable to write an essay within a limited time. The problem least mentioned is never being ashamed of pronunciation when communicating with an English native speaker. All participants reported a medium frequency use of strategy on the SILL. The participants reported using metacognitive most frequently but in medium range and compensatory strategies least frequently. The most frequently used strategies involved relying on context to figure the meaning of unfamiliar words in the text. Not using gestures when they cannot think of a word during a conversation in English was the least frequently used. (Total 75 pages) Keywords : English Language Problems and Learning Strategies

Advisor ii

: : : : . : Mr.Jeffrey Tyson Frazier : 2550 Rubin, J., & Thompson, I. (1994) Rebecca Oxford (1990) 30 Metacognitive Metacognitive Compensatory ( 75 ) :

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ACKNOWLEDGEMENT

I would like to express my sincere gratitude and appreciation to many people for the invaluable help, support and encouragement without which I would not have been able to complete this work. First of all, I would like to thank my supervisor, Assistant Professor Dr. Ngamthip Wimolkasem for guiding me throughout my academic program and for her constructive comments and invaluable suggestions during the whole work with this dissertation. Special thanks to Ajarn Tyson Fraizer for his generous assistance to edit my English grammatical. I wish to thank my friends at KMITNB that have listened, given advice, read my draft, and encouraged me throughout my endeavors. I would also like to give my greatest appreciation to my older sister, Dr.Siriporn Chimplee and my brother in law, Dr.Witcha Chimplee for their patient guidance on my research topic, support the research data and being there for me whenever I felt down towards my study. Finally, I wish to extend an extra special acknowledgement to my family for the support and understanding. Without their support, love, patience, and encouragement this dissertation could not have been completed.

Ratana Pawapatcharaudom

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TABLE OF CONTENTS Page Abstract (in English) Abstract (in Thai) Acknowledgement List of Tables Chapter 1 Introduction 1.1 Background 1.2 The objectives of the study 1.3 Significance of the study 1.4 Scope of the study Chapter 2 The Review of Literature 2.1 Linguistic problem 2.2 Sociocultural perspectives on second language learning 2.3 Barriers to intercultural communication 2.4 Learning strategies 2.5 Differences in educational systems and backgrounds Chapter 3 Data Collection and the Results 3.1 Data collection 3.2 Research method 3.3 The results Chapter 4 Conclusion, Discussion, and Recommendation 4.1 Conclusion 4.2 Discussion 4.3 Recommendation for further research 4.4 Suggestion for teaching application Bibliography Appendix A Demographic Data Questionnaire ii iii iv v 1 1 2 2 3 4 4 6 8 13 22 25 25 25 26 52 52 53 55 56 59 63 64

TABLE OF CONTENTS Page Appendix B English Language Questionnaire Appendix C Language Learning Questionnaire Biography 66 67 71 72 75

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LIST OF TABLES

Table 3-1 3-2 3-3 3-4 3-5 3-6 3-7 3-8 Demographic data of participants How do students perceive their English proficiency Reason for learning English Means and standard deviation of listening skills problems Means and standard deviation of speaking skills problems Means and standard deviation of reading skills problems Means and standard deviation of writing skills problems Means and standard deviation of sociocultural perspective on second language learning problems 3-9

Page 28 29 30 31 33 34 35

36

Means and standard deviation of barrier to intercultural communication problems 37 38 39 40 41 42 43 44 45 46 47 48 49

3-10 3-11 3-12 3-13 3-14 3-15 3-16 3-17 3-18 3-19 3-20 3-21 3-22

The five most problematic English tasks The five least problematic English tasks Means and standard deviations indicating participants problems Means and standard deviation of cognitive learning strategies Means and standard deviation of metacognitive learning strategies Means and standard deviation of memory learning strategies Means and standard deviation of compensatory learning strategies Means and standard deviation of affective learning strategies Means and standard deviation of social learning strategies The five most frequently used strategies The five least frequently used strategies Means and standard deviations indicating participants strategy use

Correlation between English language problems and learning strategies 50

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CHAPTER 1 INTRODUCTION
1. 1 Background It has been recognized that the economy of Thailand is rapidly growing. The Government uses a lot of effort to promote and expand the country to international markets. It creates greater demands for the workforce to develop high-leveled English language skills for business communication. Such demand can be seen in business organizations requiring their employees to have highly functional language skills to be able to perform their business efficiently. Many jobs require the applicants to be fluent in English. Knowledge of English as a second language is a requirement for this decade. According to Mclnnes, James and Hartley (2000), international competition, new developments in teaching and learning and larger student numbers contribute to a significant change in the landscape of tertiary education. The private sector has urged universities to be responsive to their identified needs in business. Each university places a great emphasis on the teaching and learning of English. International education programs are becoming an integral part of the education system itself which becomes a potential business. As Bureau of International Cooperation Strategy (2006) states there are 29 public higher education institutions and 23 private higher education institutions which initiate new international education programs to serve those requirements. Students language ability is also related to academic success (Eid & JordanDomschot, 1989). Thai students entering international programs such as Mahidol University (MU) encounter adjusting difficulties to the new environment of an international program in both academic and culture aspects. That is, they find themselves in an educational environment where the teaching style and learning context are different from their former experiences in terms of expectations, learning support and academic requirements (Chalmers and Volet, 1997). The diverse language background implies a complexity of a wide range of communication,

2 language and literacy needs in the English teaching and learning context which leads to high frustration, confusion and stress amongst non-English speaking background students trying to master the language of their disciplines and communicate with confidence and competence in the English tertiary environment (Ramburuth and Mason, 2000). In a general educational program, the speaking and listening ability in English of Thai students has been minimal. Because students have little chance to practice speaking English in or outside the classroom. Students respond to the teacher only when called upon and the learning atmosphere is individualistic. Moreover, learning English in Thailand is a rote memorization of new words and sentence structure only on paper. Therefore, Thai students in international programs suffer from academic difficulties, for example, attending lectures, taking notes, and participating in classroom activities. Although international students achieved the required minimum levels of Test of English as a Foreign Language (TOEFL), they still had difficulty with communicating in English (Liu, 1993).

1.2

The objective of the study The purpose of this study is to investigate and clarify the English problems and

solutions of Thai students at MU. In examining the English problems of Thai students at MU, this study will attempt to answer the following two research questions: Research Question I : What are the English problems perceived by Thai students at MU? Research Question II : How do they use learning strategies to achieve the target goal?

1.3

Significance of the study The present study contributes to the body of educational knowledge by

increasing the understanding of English problems and difficulties faced by Thai students. Substantively, the study provides useful information for university staff and faculty, international services professionals, and other concerned personnel who work with international students, Thai students in particular. Hopefully, the results of the study will increase the awareness of the involved personnel and organizations and

3 help with policy and decision making on what should be done to help Thai students studying at MU and other universities in Thailand overcome their difficulties, improve their language skills, and finally achieve their academic success. It was hoped that the results from this study would increase the sensitivity of personnel, organizations and governments who worked with Thai students, to the needs and concerns of Thai students studying in international education program.

1.4

Scope of the study The study focuses on Thai undergraduate students at MU who study in

international programs by examining their problems and learning strategies as solutions. Thirty students were requested to complete the questionnaire on selfassessment. In order to assess the problems and learning strategies as solutions of students, a questionnaire is developed to gather data on students and will be analyzed for descriptive and inferential statistics. Questionnaires will be administered to collect the data. The questionnaire includes about 3 sections: section one contains demographic data such as age, gender, occupation and prior experience of English study. Section two has been designed to collect data on students English problems. These questions are including the assessment of all language skills; listening, speaking, reading, writing, sociocultural on second language, and barrier to intercultural communication. In the last section, the learning strategies and achievement of students will be examined.

CHAPTER 2 THE REVIEW OF LITERATURE

In order to understand the theoretical framework of this study, this chapter provides a critical review and analysis of the literature relevant to the study. There are many significant theories related to the present study such as Vygotsky who mentions the understanding of human cognition and learning as social and cultural rather than individual phenomena and Brown and Palinscar who reveal the learning strategies which involve thinking, planning, monitor, and self-evaluation in the language learning. However, the state of the English language problems and solutions are based on a number of variables including the following aspects : 1. Linguistic problems 2. Sociocultural on second language learning 3. Barriers to intercultural communication 4. Learning strategies 5. Differences in educational systems and backgrounds

2.1

Linguistic Problem To be competent in English, learners need to acquire linguistic knowledge

including grammar or syntax, morphology, phonology, and semantics. This knowledge is frequently called competence and its realization is described as performance. There are, of course, many rules to make up a native speakers competence. Linguists have relied on native speakers natural intuitions of grammatical accuracy and their sure sense of what is proper language use to establish a norm against which the performance of non-native speakers is measured. Whereas individuals have a need to succeed in English communication in real life situations such as in academic, revitalization or work, language efficiency can be considered as one of the next important tools. However, Mitchell & Myles (1998) indicates that one phenomena of second language learners is incomplete success and fossilization, Two main theses for the explanation of these phenomena are

5 psycholinguistic and sociolinguistic. The explanations from the first group of theorists are about how the brain processes language to acquire, use, and understand language. It is possible to generate a grammatical and meaningful sentence out of vocabulary and grammatical structures, as well as the processes that make it possible to understand utterances, words, text, etc. In the sociolinguistic view is the study of the influence of society, including cultural, expectations, and context, on the way language is used. It also studies how language differs between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, etc., and how creation and adherence to these rules is used to categorize individuals in social class or socio-economic classes. As the usage of a language varies from place to place such as dialect, language usage varies among social classes, and it is these sociolects that sociolinguistics studies. The obstacles of the second language learners are the lack of social opportunity and motivation to utilize the target language. Many studies were conducted on the English language problem as English Second Language (ESL) and English Foreign Language (EFL) of non native students. Juthamas Thongsongsee (1998) investigated linguistic and cultural difficulties encountered by Thai student graduates from American universities. The study revealed that factors such as a good understanding of western cultural norms, the ability to adapt oneself to a different style of learning, and personal problems played a crucial role in the overall achievement of the students. Patcharaporn Songsangkaew (2003) studied the language function difficulties experienced by Thai students in real situations in America. The results of the study summarized that formal language in language function was the most difficult in comparison with neutral or informal language. The findings reveal that there are many students who experience problems with culture, the different learning styles and linguistics. Despite, those students access the Test of English as a Foreign Language (TOEFL) as an indicator of proficiency level. It is a significant problem to achieve an academic learning. Wong (1985) examined the problems and implications of language assessment of Asian students. There are primary differences between language evaluation in Asian countries and the United States. In Asian countries, a students language proficiency is measured in formal written examinations assessing discrete competence

6 of grammar, composition, literature, dictation, and calligraphy. The academic potential of many Asian students may not be properly assessed because ability to understand is often greater than ability to utilize a language. Crowes study (1992) illustrated that Asian students experienced language problems in writing English. The major findings indicated that Asian students had the most difficulty integrating sources from research and developing transition, unity, and cohesion. Asian students tended to reproduce the formulas and patterns as a result that they had difficulty in processing a research. Plagiarism is also another problem which seemed to be related to Asian students educational system because it emphasized memorization and there is an incapability to paraphrase. In 1988, Elosiebo investigated the needs and concerns of foreign students from Asia, Latin America and the Middle East at six selected public universities in a southeastern American state. The results of the study indicated that these students had language deficiency problems. The perceived difficulties of these students were in listening comprehension, speech, and writing. It can be concluded from the studies that Asian students encounter the linguistic problems such as writing composition, listening comprehension and plagiarism. These problems are an obstacle to achieve academic learning.

2.2

Sociocultural perspectives on second language learning Researchers in language socialization believe that language and culture are not

separable, but are acquired together, with each providing support for the development of the other: as mentioned by Ochs (1988) that children develop concepts of a socioculturally structural universe through their participation in language activities. The sociocultural perspective grounds on the theory of Lev Vygotsky. Vygotsky conducted the instrument in the area of the learning processes. The significant theory lies on the understanding of human cognition and learning as social and cultural rather than individual phenomena. The sociocultural perspective concerns for teaching, schooling and education. The development of higher order functions in humans resulted from the social interaction. Vygotsky (1986) argues that the development of a child should investigate the external social which the individual has developed. Learning is concerned with

7 social events and occurs as a child interacts with people, objects and environment. This phenomena is called the Zone of Proximal Development (ZPD). Vygotsky describes it as the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (Vygotsky, 1978). In other words, how well a student can perform a task depends on the using the guidance of adult or with peer collaboration that could not be achieved alone. The Zone of Proximal Development extends that gap between what is known and what can be known. He argues that learning occurs in this zone. It can be explained that ZPD is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers. What children can do with the assistance of others is even more indicative of their mental development than what they can do alone. A concept of readiness was embodied by ZPD to emphasize upper levels of competence. These upper boundaries are not immutable, however, but constantly changing with the learners increasing independent competence. What children can perform today with assistance they will be able to perform tomorrow independently thus preparing them for entry into new and more demanding collaboration. In a 1995 review, Ochs and Scheiffelin (1995) stress the relevance of language socialization even to grammatical development: This approach reacts on the assumption that, in every community, grammatical form are inextricable tied to and hence index, culturally organized situations of use and that the indexical meanings of grammatical forms influence childrens production and understanding of these forum. They point out that a language socialization perspective predicts that there will be structured strategic relationships between language development and culturally organized situations of use. It can be said that learning language relates to social structure, culture and power relations between learners and members of the society.

8 2.3 Barriers to Intercultural Communication 2.3.1 Culture Shock

The affective variable that relates to second language learning is culture shock. Culture shock is a term used to describe the anxiety and feelings (of surprise, disorientation, confusion, etc.) felt when people have to operate within an entirely different cultural or social environment, such as a foreign country. It can also describe culture shock as the physical discomfort when one moves a residence to a different place. Culture shock results from the anxiety and disorientation a learner experiences upon entering the culture of the target language (Schumann, 1978). Culture shock usually occurs about six months after entering a new culture when the second language learner beings able to compare the values and pattern of the new country with those of his/her native country (Kim, 1997; Schumann, 1978). This situation occurs when a person is trying to adapt to a new culture which is totally different from the original culture. It arises from a difficulty in understanding appropriate actions in a different culture; what should be done or what should not be done. ESL students worldview, self-identity, and systems of thinking, acting, feeling, and communicating can be disrupted by a change from one culture to another. As a result, ESL students may experience culture shock and may experience forms of anger, anxiety, hostility, frustration, unhappiness, loneliness, homesickness, and even physical illness. Culture shock was considered a major reason for communication difficulties. There are many previous studies about suffering of culture shock, for instance, Clark (1976) reports that ESL students may suffer from schizophrenia of the second language and the second culture learning. Day (1981) described the intensity and the amount of effort and energy expended by an individual learning a new language and culture in order to keep communication from breaking down over the simplest item. Smalley (1963) points out that culture shock and culture stress can lead a whole syndrome of rejection, which diverts attention and energy from learning the second language. How far the students experience culture shock will depend on a various factors, including personality, how different between original culture and new culture, the social support, the solving strategies and the purpose to achieve the academic study.

9 2.3.2 Ethnocentrism

Ethnocentrism is a belief in the centrality of ones own culture. It often involves judging aspects of another culture by the standards of ones own. Ethnocentrism can define as regarding ones own race or ethnic group as of supreme importance. Bennett (1993) defines ethnocentrism as assuming that the worldview of ones own culture is central to all reality. He explained the reactions of people to confront the cultural difference, both academic and corporate settings as Developmental Model of Intercultural Sensitivity (DMIS). The underlying assumption of the model is that as an individual experienced the differences of culture become more complicate and an individual performance in intercultural relations increases. Bennett assumed that each stage was indicative of a particular cognitive structure and that certain kinds of attitudes and behavior would typically be associated with each configuration of a worldview. The observations organized into a continuum of six stages of increasing sensitivity to cultural difference. 1. Denial: an individual denies or avoids when confronted the cultural differences. This can be classified in two ways, through isolation or separation. Isolation is to deny the existence of any cultural differences or consider them unimportant in ones own world. Separation is to construct the barriers that create distance between cultures. 2. Defense: an individual recognizes the existence of certain cultural differences, but because those differences are intimidating to his or her own reality and sense of self, the individual constructs defenses against those differences. A person preserves the integrity of their own worldview. 3. Minimization: an individual recognizes cultural differences, but the trivializes them, believing that human similarities far outweigh any differences. It is dangerous for person who interprets others behavior by using own worldview. So the idea of a universal truth is usually based on ones own values. Too often, the assumption has meant be like me. 4. Acceptance: an individual recognizes and values cultural differences without evaluating those differences as positive or negative. This stage moves an

10 individual from ethnocentrism to ethnorelativism. First comes a respect for cultural differences in behavior, and then a deeper respect for cultural differences in values. 5. Adaptation: individuals develop and improve skills for interacting and communicating with people of other cultures. The key skill at this stage is perspective-shifting, the ability to look at the world through different eyes. 6. Integration : individuals in this stage not only value a variety of cultures, but are constantly defining their own identity and evaluating behavior and values in contrast to and in concert with a multitude of cultures. Rising above the limitations of living in one cultural context, these individuals integrate aspects of their own original cultural perspectives with those of other cultures. To summarize, Ethnocentrism is the view that individual beliefs and values systems are culturally relative. That is, no one ethnic group has the right to say that their particular system of beliefs and values is superior to anothers system of beliefs and values. Whats right for one culture might be wrong for another and thats alright. There is no absolute standard of right and wrong by which to compare and contrast morally contradictory cultural values. Language learners need to start practicing the different cultures when study in different country, then there would not be so much against others beliefs and values. 2.3.3 Stereotypes As an extension of ethnocentrism, stereotypes are one of the obvious barriers to intercultural communication. Samovar & Porter (1991) define stereotypes as the perceptions or befiefs we hold about groups or individuals based on our previously formed opinions or attitudes. According to the definition suggests, stereotypes do not develop suddenly but are infinite over a period of time. It depends on the information storing and using to make sense of what goes on around us. However, stereotypes help us to reasonably analyze the situation and people when we counter. Jandt (2001) identified a number of ways in which stereotypes are harmful and impede communication. First, stereotypes can cause us to assume that a widely held belief is true, when it may not be. Second, the continual use of stereotypes reinforces our beliefs and can also cause us to assume a widely held belief is true of any one individual in the group. If a group is stereotyped as dishonest, for example, we tend to apply those stereotypes to all members of that group, regardless of individual

11 differences. Third, when we use negative stereotypes to interpret the behaviour of individuals within a group, this further impedes intercultural communication by reinforcing those negative stereotypes. Such negative stereotyping can become a self-fulfilling prophency for those who are stereotyped and hence place them at risk. To summarize, the stereotypes are a natural method of classification and have some useful functions under certain circumstances. Language learners would benefit to study the mindset. It is not very pleasant to study them and it is even less pleasant to study their horrific effects. However, study them we must. Common stereotypes directly reflect our beliefs, and like other more pleasant beliefs, we must understand them if we are to understand ourselves. 2.3.4 Prejudice

The prejudice was studied by Shiels (2001), Hirsch (1988) and Schumann (1976), and Alptekin (2002). The prejudice is one element in a series of factors that can increase enculturation stress. Prejudice can be either positive or negative. It is generally referred to the unfairness, bias, or intolerance of attitudes or opinions towards another person simply because they belong to a specific religion, race, nationality, or another group. Prejudice involves the preconceptions of individuals based on unfounded opinions, attitudes, or beliefs. Jandts (2001) definition of prejudice further elaborates the damaging effect of prejudice as persons within the group are not viewed in terms of their individual merit but according to the superficial characteristics that make them part of the group. The prejudice classifies in two types, the familiar and unfamiliar, deals with when people choose to associate only with others like themselves. Human beings tend to avoid the unknown and gravitate towards what is known and familiar. Clearly, prejudice can often lead to discrimination and racist behavior. As an extreme and intentional form of prejudice, discrimination impedes intercultural communication as it involves the unfavorable treatment and/or denial of equal treatment of individuals or groups because of race, gender, religion, ethnicity or disability (CCMIE, 2001). To summarize, prejudice is not simply an attitude that remains internal to its owner; it impacts behavior. When negative attitudes on the basis of differences translate into behavior, we have a result of discrimination and the social inequity.

12 Therefore, language learners cant really understand their own culture unless you understand others. 2.3.5 Communication Anxiety

Communication anxiety is a significant affectivity role in second language learning. Anxiety concerns with feelings of uneasiness, frustration, self-doubt, apprehension, or worry. Daly (1991) studied the relation between the communication apprehension and problems encountered with oral communication in second language classrooms. The studied explained that the fear or anxiety is the obstacle of communication. Daly indicated that there are not only the communication apprehension problems, but also writing apprehension and listening comprehension problems related to the foreign language learning. In addition to communication apprehension, test anxiety and fear of negative evaluation can play a role in the development of anxiety among foreign language learners. Foreign language anxiety was analyzed by Horwitz, Horwitz, & Cope, (1991) the anxiety can arise because of the difficulty of engaging in genuine or authentic communication when ones linguistic skills are limited. There is evidence that language anxiety impacts students language competency and performance. Faigley, Daly, and Witte (1981) explored the relationship of writing apprehension to both writing competence and writing performance of 110 undergraduate students. The hypotheses were that high apprehension would perform differently than low apprehension on a standardized test of writing-related skills (competency) and on two essays of different types (performance). The hypothesis for writing competency was confirmed. However, the hypothesis that high apprehension would perform differently in writing performance than low apprehension on two essays of different types was confirmed for only one of the two essay types. Daly (1978) tested the hypothesis that writers with low apprehension about writing would perform better on tests of writing skills than highly apprehensive writers. It was confirmed that students with high apprehension not only write differently and with lower quality than students with low apprehension, but also fail to demonstrate as strong a working knowledge of writing skills as students with low apprehension. Dalys hypothesis and findings were supported, in another study conducted by Masny and Foxall (1992). These two researchers examined the relationships between

13 writing apprehension, preferred writing processes, and academic achievement in 28 adult learners of English-as-a-second language and found that high achievers had lower apprehension scores. High apprehension also correlated with unwillingness to take more writing classes. Female subjects were more apprehensive than male subjects. All subjects were more concerned with form rather than content, however, high achieving writers were less concerned about from than low level writers. Lucas (1984) states that communication apprehension is a generalized anxiety or fear about oral communication. Typically, it gives rise to a consistent pattern of communication avoidance or withdrawal from situations where communication is likely to occur. Lucas also discusses how communication anxiety poses a problem in any classroom, and how it can be devastating in the foreign language or English as a second language classroom. To help students become verbal and fluent in a foreign language, the teacher should be sensitive to students communication anxiety. Then, the teacher and students can work together to eliminate the anxiety associated with speaking in a foreign language. Lucan states that a great deal of practice can help eliminate communication anxiety. In addition to language problems and difficulties in cultural adjustment, communication anxiety also has an impact and poses more intense on students language competence and performance. To alleviate students problems, the teachers need to understand that international students have communication anxiety and need to be willing to help them. Probably, a lot of practice of language skills can help alleviate language anxiety.

2.4

Learning Strategies Learning strategies are methods taken by students to enhance and achieve their

own learning. Strategies are especially important for language learning because they are tools for developing language competence and achieving language learning. Appropriate strategies result in encouraging English proficiency and greater selfconfidence. The main idea of learning strategies is to engage between action and skills for understanding, storing, and remembering new information. There are many definitions of learning strategies such as behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding

14 process by Weinstein and Mayer (1986) and behaviors of a learner that are intended to influence how the learner processes information by Mayer (1988). It is cannot be identified that which learning strategies are practical. It is essentially neutral until the context of its use is thoroughly considered. What makes a strategy positive and helpful for a given learner? A strategy is useful if the following conditions are present: (a) the strategy relates well to the L2 task, (b) the strategy fits the particular students learning style preferences to one degree or another, and (c) the student employs the strategy effectively and links it with other relevant strategies. Strategies that fulfill the conditions such as making learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations are required of language learners. Several research studies in both first and second language contexts indicate that effective learners use appropriate learning strategies when they deal with academic tasks, whereas less effective learners apply strategies infrequently or inappropriately (Gagne 1985; OMalley & Chamot, 1990; Wenden & Rubin, 1987). Brown and Palinscar (1982) classified general learning strategies as metacognitive or cognitive. Metacognitive strategies involve thinking about the learning process; planning, monitoring, and self-evaluation after the learning activity. These strategies can be applied to virtually all types of learning tasks, whereas cognitive strategies are more directly related to a specific task and learning objective and may not be applicable to different types to learning tasks. Cognitive strategies involve manipulation or transformation of the material to be learned. Cognitive strategies can vary in the amount of learner interaction or transformation involved; greater involvement is thought to result in increased learning. Social strategies are a form of social behavior; when the communication occurs among people. Whereas Oxford (1990) identified the second language learning strategies in six categories as the followings: 1. Cognitive strategies; cognitive strategies are essential in learning a new language. Such strategies are a varied lot, ranging from repeating to analyzing expressions to summarizing. Four sets of cognitive strategies exist practicing, receiving and sending message, analyzing and reasoning, and creating structure for input and output.

15 Strategies for practicing, language learners do not always realize how essential practice is. During class, potential practice opportunities are often missed because one person recites while the others sit idle. Practice strategies are including repeating, formally practicing with sounds and writing systems, recognizing and using formulas and patterns, recombining, and practicing naturalistically. Receiving and sending messages strategies are necessary tools, known as getting the idea quickly, helps learners locate the main idea through skimming or the key points of interest through scanning. This strategy implies that it is not necessary for learners to focus on every single word. Analyzing and reasoning strategies are commonly used by language learners. Many learners construct a formal model in their minds based on analysis and comparison, create general rules, and revise those rules when new information is available. However, sometimes students make mistakes by unquestioningly generalizing the rules they have learned or transferring expressions from mother tongue to the new language. Language learners often feel besieged by whirling words from radio and TV programs, films, lectures, stories, articles, and conversations. To understand better, learners need to structure all this input into manageable chunks by using strategies such as taking notes, summarizing, and highlighting. 2. Metacognitive strategies; metacognitive strategies are actions which go beyond purely cognitive devices, and which provide a way for learners to coordinate their own learning process. Metacognitive strategies include three strategy sets: centering your learning, arranging and planning your learning, and evaluating your learning. This strategy is essential for successful language learning. Language learners are often overwhelmed by too much unfamiliar vocabulary, confusing rules, different writing systems, seemingly inexplicable social customs, and nontraditional instructional approaches. Other metacognitive strategies, like organizing, setting goals and objectives, considering the purpose, and planning for a language task, help learners to arrange and plan their language learning in an efficient, effective way. Sometimes language learners have problems in realistically monitoring their errors. Students may become traumatized when they make errors, thus failing to realize that they will undoubtedly make them and should therefore try to learn from

16 them. These problems can be ameliorated by using the metacognitive strategies. In several studies of second and foreign language learning, students used metacognitive strategies less often than cognitive strategies and were limited in their range of metacognitive strategies, with planning strategies most frequently employed and with little self-evaluation or self-monitoring. Purpura (1999) found that metacognitive strategies had a significant and direct effect on cognitive strategy use. Nisbet (2002) investigated the relationship between language learning strategy and proficiency among Chinese university students of English as a foreign language (EFL). Results of this analysis revealed that metacognitive strategies were significantly correlated with TOEFL scores. Liu (2004) indicated the most frequently used strategies Chinese technological institute English majors students were metacognitives. Salem N. (2006) studied the role of motivation, gender, and language learning strategies in EFL proficiency. The study revealed that the most frequently used strategies were cognitive and metacognitive strategies. It is interesting to note that the category of metacognitive strategies was identified as being the most strongly associated with proficiency. 3. Memory strategies; memory strategies reflect very simple principles, such as arranging things in order, making associations, and reviewing. These principles all involve meaning. For the purpose of learning a new language, the arrangement and associations must be personally meaningful to the learner. Language learners have a serious problem remembering the new vocabulary to achieve fluency. Memory strategies help language learners to cope with this difficulty. They enable learners to store verbal material and then retrieve it when needed for communication. Although memory strategies can be powerful contributors to language learning, some research shows that language students rarely report using these strategies. It might be that students simply do not use memory strategies very much, especially beyond elementary levels of language learning. However, an alternative explanation might be that they are unaware of how often they actually do employ memory strategies. 4. Compensatory strategies; compensatory strategies is the way that language learners guess the context in listening and reading; using synonyms and talking around the missing word to aid speaking and writing; and strictly for speaking, using

17 gestures or pause words. Good language learners, when confronted with unknown expressions, make educated guesses. Guessing is actually just a special case of the way people typically process new information. That is, interpreting the data by using the immediate context and their own life experience. Compensation occurs not just in understanding the new language but also in producing it. Compensation strategies allow learners to produce spoken or written expression in the new language without complete knowledge. Oxford (1990) has studied the compensation strategies for speaking. It is true that certain compensation strategies, like using mime or gestures, are used in speaking. Many compensation strategies for production are used to compensate for a lack of appropriate vocabulary, but these strategies can also be used to make up for a lack of grammatical knowledge. For instance, if learners do not know how to express the subjunctive form of a verb, they might use a different form to get the message across. Cohen (1998) indicated that compensatory strategies are intended only for language use and must not be considered to be language learning. However, Little (1999) and Oxford (1990, 1999a) contend that compensation strategies aid in language use, so must consider as language learning as well. 5. Affective strategies; affective strategies are identified on learners mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive self-talk. The affective side of the learner is probably one of the very biggest influences on language learning success or failure. Good language learners are often known how to control their emotions and attitudes about learning. Negative feelings can stunt progress, even for the rate learner who fully understands all the technical aspects of how to learn a new language. On the other hand, positive emotions and attitudes can make language learning far more effective and enjoyable. The language learner who is overly anxious, either in a typical language classroom or in a more serious culture shock situation, is likely to be inhibited and unwilling to take even moderate risks. Successful language learning necessitates overcoming inhibitions and learning to take reasonable risks, as in guessing meanings or speaking up despite the possibility of making a mistake.

18 6. Social strategies; social strategies are identified as 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 norms. Social strategies help the learner work with others and understand the western culture as well as the language. Look at the training of learners to effectively use learning strategies. More generally, students can employ the learning strategies or should be taught them. If they have a narrow repertoire of strategies, then it is reasonable to offer them the opportunity acquire these tools. Increasingly, it must make explicit to students how to organize the learning process. It might not only serve to increase such learners range of strategies, it might also improve their motivation. Clearly, learning strategies are involved in all learning such as math, science, history, language and other subjects, regardless of the content and context. During class learning, students are using these strategies to perform the tasks and evaluate their success or lack of. If they can learn how to use strategies more effectively, they become more self-confidence and better able to learn independently. Students have more responsibility for their own learning, and their motivation increases. As a result, they realize their learning ability and specific techniques for successful language learning. To summarize, learning strategies are concerned with enhancing the academic achievement of linguistic minority students since learning strategies can be used with any learning task, including language tasks. Students should be able to solve problems encountered in the real world and to reason and talk about their learning strategies as solution. Using appropriate strategies for learning through each of these steps of the problem solving process has improved performance at all grade levels, including college students. Thus, effective problem solvers appear to use specific problem solving steps that lead to success in English learning. 2.4.1 Strategy Use

To be successful English language learner students need to be in control of the way they learn by considering the procedure and strategies that most effective to use. Students who emphasized the importance of using the English language would often consider which strategies are appropriate to use with them in different learning situation. Each strategy may not be appropriate in all language learning skills;

19 listening, speaking, reading and writing. Why it is not difficult for somebody people to communicate in English? What are strategies do they use? If students intend to use those strategies, they may be able to set their goal, identify problems and find appropriate solution. Finally, they can improve and achieve their English language learning. 2.4.1.1 Listening Rubin and Thompson (1994) mentioned that the listening is the most important of the language skills, since people spend approximately 60% of their time listening. This kind of listening is referred to as interactive because participants alternately play the role of speakers and listeners. In interactive listening, one can ask additional questions and seek clarification, repetition, or rephrasing. English language learners need frequent practice to prepare themselves to be confident during communication with English native speakers. a) Listen regularly; make a regular effort to listen to English outside the classroom. Learners have a chance to engage in conversations with native speakers as well as listen to the radio, attend lectures, and watch TV and films in the English language. b) Appropriate materials; the easiest way to start listening is interactive face-to-face speaking situations, because they can exert some measure of control over the speaker. If learners dont have that opportunity or arent comfortable with it, find materials that were specially prepared for listening comprehension. c) Right level of difficulty; if learners are a beginning or intermediate learner of English, start with very short TV segments on familiar topics that are amply supported by visuals and that are spoken clearly and deliberately, for instance, advertisements, announcements, weather reports, interviews, or short news reports. If learners are advanced learners, they can listen to more complex materials, such as lectures, speeches, professional discussions, movies, and any program on radio or TV. d) Choose enjoyable materials; people listen for information or entertainment; therefore, choose materials that language learners think will be informative or entertaining. For instance, if language learners are interested in sports,

20 watch sports on TV or listen to sports reports on the media. If they enjoy comedies, watch them in the foreign language. 2.4.1.2 Speaking The second language learners often have communicative intentions. They find difficulty in expression when they are engaged in communication. It is because of the gaps in their linguistic repertoire. If the problem arises while the learners are already engaged in speaking, they must try to find an alternative way of getting the meaning across. a) Adjust the message; when learners encounter a problem while an exchange is actually taking place, it is usually too late to use avoidance, except by simply abandoning their message half-way through. However, they may decide to alter the meanings which they intended to communicate. For example, they may omit some items of information, make the ideas simpler or less precise, or say something slightly different. b) Use paraphrasion; a learner may use paraphrasing for example, circumlocution or description in order to express the meaning which he wants to communicate. For example, a learner who did not recall the word for a car seat-belt avoided the need for it by saying Id better tie myself in. A learner who could not recall the word kettle spoke of the thing that you boil water in. c) Use approximation; a learner may decide to use words which express the meaning as closely as possible. It may also mean using words which really refer to something else but may be interpreted appropriately in the context of the learners utterance. For example, a learner of French who could not recall the word for a shop spoke instead of un bureau (=office). d) Create new words; a learner may create a new word or phrase, which will express the desired meaning. For example, a German learner of English who did not know the word for a bedside table created the word night-table. There is always a chance, of course, that this strategy will result in a word which actually exists in the second language, especially if (like German) the language has productive rules for word-formation. e) Switch to the native language; rather than attempt to create a new word with second language material, a speaker may decide to simply lift a word

21 from his own native language. For example, an English-speaking learner of French produced Je suis dans la wrong masion and un bureau pour cosmetics et perfume. Obviously, this strategy is most likely to succeed in situations where the listener has knowledge of the speakers native language. The learner may, of course, making appropriate modifications in pronunciation and morphology. f) Use non-linguistic resources; even in our native language, we often use non-linguistic resources (e.g. mime, gesture or imitation) to make our meanings clearer. For example, we point and say Put it there, please, or we make a gesture and say It was this kind of shape. g) Seek help; learners may seek help from outside. This may simply mean using a bilingual dictionary. Alternatively, speakers may invoke the cooperation of listeners by signaling that they are in difficulty, either directly or by indirect means such as hesitation. Of course, the speaker may simultaneously use another strategy, such as mime or description, in order to indicate the notion that he wishes to express. 2.4.1.3 Reading Reading is an active information-seeking process in which readers related information in the text to what they already know. a) Read regularly; when learners feel ready to start reading on their own, they should make it a habit to read something in English every day. Spending a time ten minutes a day is a good way to start. Later, they can find an increase in both the quantity of pages and the level of difficulty of the texts. b) Appropriate reading materials; find something that learners can read with minimal use of a dictionary. If they have to use a dictionary too much, they are quickly tired and confused when trying to put all the pieces together. Find reading materials appropriate for the learners level. c) Choose familiar topics; familiarity with the topic will make it easier for learners to guess the meaning of unseen words and to compensate for gaps in their knowledge. Choose short newspaper and magazine articles are a basic step for beginners, for example, reading about a current event in Thai language and then reading about it in English.

22 d) Choose interesting material; choose material that you think you might be interested in. Learners will be more likely to continue reading. For example, if they are planning to travel, read a guide about the country in English. Newspapers and magazines are particularly suited for people learning to read because they offer something for everybody and contain texts of varying levels of difficulty. 2.4.1.4 Writing Writing is a difficult skill, even in ones own language. If language learners are good writer in their language, they probably are good writers in English. In any subject, if students are equal in ability and intelligence, those who are able to convey their thoughts clearly in writing will get the better marks. So it may be said that successful learners could be limited by limited writing skills. Mayher and colleagues (1983) described the acquisition of writing skills as a development process. First students acquired fluency, which involved developing the confidence to develop and express ideas. Once fluency was achieved, then clarity, the accuracy of the statements was addressed. Clarity also involved, Does the writing make sense to others? The last concern was correctness of grammar, spelling, mechanics, etc a crippled or fearful writer is generally one who worries constantly about making mistakes.

2.5

Differences in educational systems and backgrounds Differences in educational systems, particularly between American educational

culture and those of other countries create barriers to effective interaction and understanding among international students. For example, international students usually suffered from academic difficulty in, for example, attending lectures, taking notes, and participating in classroom activities. Educational systems in many developing countries were more rigid and emphasized rote memory and recitation more than the development and application of original ideas. Discussion was consequently rare. Textbooks and other books for students in developing countries were unavailable, difficult to find, or too expensive. Sometimes the instructor was the only source of information. In many countries, classes were too large to permit much student participation (Greenfield et al. 1986). According to Moon (1992) the greatest

23 cultural problem of international students was the difference of educational ideals between the U.S. and other countries. According to The Basic Curriculum was developed in 2000 by the Ministry of Education. It intended to address shortcoming in the teaching of mathematics, science and foreign languages specifically English. It aimed to gradually eliminate the practice of rote-learning instead promote critical thinking and skills for life. In Thai schools, emphasis is placed on memorization and rote-learning. Whilst in international schools, emphasis is placed on co-operative learning and critical thinking. The use of memorization and rote-learning is a technique learning of Thai students. It is partly related to the fact that Thais have traditionally considered the teacher and his or her knowledge as reigning supreme in the classroom. As a result, the body of knowledge that is transmitted to students is expected to be committed to memory without question. Shoebottom (2001, 2003) studied on the educational differences between ESL students national school system and the international school system may include: 1. The methods of learning, e.g. rote learning vs. learning by discovery and the use of critical thinking. 2. The perception of learning, e.g. learning as being serious vs. learning as being enjoyable. 3. The attitude to learning, e.g. maintaining face vs. risk-taking in the classroom. 4. The conception of private space, e.g. maintaining personal privacy vs. sharing opinions and beliefs with others. 5. The gender of teachers, e.g. same-sex teachers vs. teachers of both sexes. 6. The character of teachers, e.g. aloof vs. relaxed and friendly. 7. The academic atmosphere, e.g. competitive vs. co-operative. 8. The student-teacher relationship, e.g. teacher-dominated decision-making vs. shared decision-making. 9. The language of the school. To sum up, successful language learners should have a much clearer understanding about the problems in learning English, how to assess the strategies, and how to improve the strategies in speaking, listening, reading, and writing, that is

24 to say how to achieve the English language learning. Students successes depend on how well they perceive their problem and use those strategies. It can be concluded that success in an international program is related to linguistic problems, socioculture on second language learning, barriers to international communication, and learning strategies. At last, students become actively involved in the problems and the learning strategies as mentioned earlier in order to fulfill the chances of achieving in learning English.

CHAPTER 3 DATA COLLECTION AND RESULTS

This chapter reports the results of the research study. The study employed survey research to investigate the problems of English language learning and the frequency of their learning strategies. Results gathered from the questionnaires conducted with 30 Thai students in international program. The purpose of this research was to investigate English language problems and their use of learning strategies for the solutions of Thai students at Mahidol University. The results can be divided into 4 main parts which are the description of data collection, research methods, English language problems, and their learning strategies.

3.1

Data collection Since this study aimed at investigating English language problems perceived by

Thai students in international program, thus the 30 research participants in this study were Thai undergraduate students in international program of Mahidol University. All participants are studying at the undergraduate level and have passed the entrance examination. To study at MU, students must meet the qualifications of the admission requirements. For instance, the students must pass English Proficiency Examination arranged by the Faculty of Graduate Studies or have TOEFL scores of at least 550 or IELTS score of 6.0. The participants were asked to complete the questionnaire comprising three parts which are their demographic information, their English problems and their strategy used.

3.2

Research method The objectives of this study aimed at studying and answering two research

questions. First, what are the English problems perceived by Thai students at MU? Second, how do they solve those problems to achieve the target goal? The data collection employed a survey questionnaire of rating scales designed according to Rebecca Oxford (1990). The questionnaire was valid and reliable. The participants

26 were asked to complete the questionnaire. This study attempted to investigate the problems and solutions as mentioned in previous chapter. The questionnaire is divided into 3 sections. The first section is students demographic data. It concerns with individuals and academic characteristics, for instance, age, gender, fields of study, and prior experience in English language learning. Section two is designed to collect the students problems to reveal the English learning problems. The content of the questionnaire is concerned with the mentioned theories in chapter 2; linguistic problem, sociocultural on second language learning, and barriers to intercultural communication. The questions of linguistic problems are considered in 4 language skills; listening, speaking, reading, and writing according to Rubin, J., & Thompson, I. (1994). The last section is aimed to find students solutions. This section attempts to consider the strategies learning as a solutions that participants employ to achieving the target goal. The questionnaire was designed according to Oxford (1990) on six categories of second language learning strategies including cognitive strategies, metacognitive strategies, memory-related strategies, compensatory strategies, affective strategies, and social strategies. In addition, the questionnaire was verified by the professor at King Mongkuts Institute of Technology North Bangkok, Assistant Professor Dr.Ngamthip Wimolkasem to check the effectiveness of the questionnaire before employing in the study.

3.3

Results In order to acquire a sample that would be representative of international

students in Thailand, 30 Thai undergraduate students who study in the international program at Mahidol University are participants in current research. To understand the variables in this study, descriptive statistics analyses were carried out. Table 1 through Table 3 displayed information regarding gender, age, major, faculty, and experience of English education. The results of the statistic analysis were presented in this section to inform the problems with English language. The questionnaires were computed for means and

27 standard deviation (SD) in order to reveal the English problems perceived by Thai students at MU. The English problems were classified into 5 levels: always = 5, usually = 4, occasionally = 3, rarely = 2, and never = 1. In reporting problems and frequency of use in learning strategies, SILL developed by Oxford (1990) provides the basic framework to understand the mean scores on the students SILL, which has a scale range of 1-5 :

Interpretation data of the English language problems Low Always have problems Usually have problems Medium High Sometime have problems Seldom have problems Never have problems 1.0 to 1.4 1.5 to 2.4 2.5 to 3.4 3.5 to 4.4 4.5 to 5.0

Interpretation data of frequency used learning strategies High Always or almost always use Usually use Medium Low Sometimes use Generally not use Never or almost never use 4.5 to 5.0 3.5 to 4.4 2.5 to 3.4 1.5 to 2.4 1.0 to 1.4

28 3.3.1 Demographic data TABLE 3-1 Demographic data of participants Frequency 19 20 N/A Sex Male Female N/A Major Agro-Industrial Technology Biotechnology Food Technology N/A Faculty Applied science N/A 7 Years How long have you been studying English language? 9 Years 10 Years 11 Years 12 Years 14 Years 15 Years 16 Years N/A 8 14 2 29 1 1 3 8 1 1 5 4 2 5 26.67 46.67 6.67 96.67 3.33 3.33 10.00 26.67 3.33 3.33 16.67 13.33 6.67 16.67 17 9 4 10 19 1 6 Percent 56.67 30.00 13.33 33.33 63.33 3.33 20.00

Demographic Data Age

As indicated in table 3-1 which shows that most of participants (56.67%) were aged 19. The number of female participants was 19 (63.33%) and male was 10 (33.33%). They majored in Food Technology 14 (46.67%), Biotechnology 8 (26.67%), and Agro-Industrial 6 (20%) respectively. However, 29 (96.67%) participants studied in Faculty of Applied Science. Table 3-1 also provided

29 information on the breakdown of the participants by period of studying English language. Most of the participants (70%) studied between 10-16 years. 3.3.1.1 English proficiency TABLE 3-2 How do students perceive their English proficiency Frequency Yes No Yes No Excellent Good Fair Poor Excellent Good Fair Poor N/A Yes No What other languages have you studied? Chinese None Total 0 30 30 0 0 1 21 8 0 1 7 19 3 22 8 1 29 30 Percent 0.00 100.00 100.00 0.00 0.00 3.33 70.00 26.67 0.00 3.33 23.33 63.33 10.00 73.33 26.67 3.33 96.67 100.00

Personal information Have you ever studied abroad? In your previous degree, have you studied English? How do you rate your overall English proficiency compared with the proficiency of other students in your class? How do you rate your overall English proficiency compared with the proficiency of English native speakers?

Do you enjoy English language learning?

Table 3-2 showed that 100% of participants never studied aboard. Furthermore, the data indicates that 70% rated their proficiency compared with others students in class at the fair level while 63.33% compared with English native speakers at the poor level. They enjoyed studying English 73.33% and 96.67% studied only English language.

30 3.3.1.2 Reason for learning English TABLE 3-3 Reason for learning English Yes 15 (50.00) interested in the culture 1 (3.33) need it for my future career 26 (86.67) need it for travel 10 (33.33) have friends who speak the English language 4 (13.33) required to take a language course to graduate 21 (70.00) Other 1 (3.33) No 15 (50.00) 29 (96.67) 4 (13.33) 20 (66.67) 26 (86.67) 9 (30.00) 29 (96.67)

Why do you want to learn English language? interested in the language

As can be seen in table 3-3, the reasons of the participants to study English language are; need it for future career (86.67%), required to take a language course to graduate (70%), and interested in the language (50%) respectively.

31 3.3.2 Problems with English language learning Research Question I : What are the English problems perceived by Thai students at MU? 3.3.2.1 Problems on listening skills TABLE 3-4 Means and standard deviation of listening skill problems Listening Skill 1. I understand the tone of voice of a native speaker. 2. I can understand an attitude, customs, and social circumstances of a native speaker. 3. I never have a listening problem. 4. I can understand a native speaker speaking at normal speed. 5. I can understand comments given by native English speakers. 6. I participate class discussions in English. 7. I participate group discussions in English. 8. I feel comfortable in listening to a native speaker instructor in the classroom. 9. I can understand classroom lectures in English. 10. I can understand the main idea of the native speaker instructor. Average 2.31 0.53 Low 2.50 0.78 Medium 2.50 0.57 Medium 2.40 1.04 Low 2.33 2.33 0.71 0.66 Low Low 2.27 0.69 Low 2.20 2.23 1.13 0.82 Low Low 2.20 0.71 Low Means 2.10 SD 0.71 Interpretation Low

32 As revealed in table 3-5, the rate of speaking skill problems is between 2.102.50. The means is 2.31 with the standard deviation of 0.53. The dimension of listening skill problems is in low used, which indicated participants usually have listening skill problems. From the results, it can be interpreted that the serious problems of all participants are that they cannot understand the tone of voice of a native speaker (2.10), cannot understand an attitude, customs, and social circumstances of a native speaker (2.20), and cannot understand a native speaker speaking at normal speed (2.23) respectively. The lowest problems are to understand classroom lectures in English and understand the main idea of the native speaker instructor with the means of 2.50.

33 3.3.2.2 Problems on speaking skills TABLE 3-5 Means and standard deviation of speaking skill problems Speaking Skill 1. I can explain my idea clearly in English. 2. I can have a formal conversation in English. 3. I feel comfortable in talking with a native speaker instructor in the classroom. 4. I can perform academic presentations in English in the classroom. 5. My friend, a native speaker, understands my pronunciation. 6. I can ask questions in English in the classroom. 7. I have an adequate English vocabulary for effective speaking. 8. I can have an informal conversation in English. 9. I never have a speaking problem. 2.63 2.87 1.03 0.57 Medium Medium 2.63 0.67 Medium 2.47 0.51 Low 2.43 0.73 Low 2.40 0.97 Low 2.40 0.56 Low 2.30 1.06 Low 2.27 0.64 Low Means 2.20 SD 0.66 Interpretation Low

10. I find it easy to express myself in English. Average

2.46

0.48

Low

As shown in table 3-4, the range of speaking skill problems is between 2.202.87. The means is 2.46 with the standard deviation of 0.48. The proportion of

34 speaking skills problems are at the low level, which indicated participants usually have speaking skills problems. From the results, it can be concluded that the serious problems of all participants are that they cannot explain their idea clearly in English (2.20), cannot have a formal conversation in English (2.27) and feel uncomfortable in talking with a native speaker instructor in the classroom (2.30) respectively. The lowest problem perceived by them is to find it easy to express themselves in English which was 2.87. 3.3.2.3 Problems on reading skills TABLE 3-6 Means and standard deviation of reading skill problems Reading Skill 1. I can understand English idioms 2. I can read academic textbooks in English 3. I can explain the main idea and summarize the passage 4. I never have a reading problem 5. I can read a magazine in English 6. I can guess the meaning of new vocabulary Average 2.33 0.50 Low 2.43 2.57 2.60 0.77 0.77 0.62 Low Medium Medium 2.20 0.61 Low Means 2.07 2.10 SD 0.74 0.76 Interpretation Low Low

As can be seen in table 3-6, the range of reading skill problems is between 2.072.60. The means is 2.33 with the standard deviation of 0.50. The dimension of reading skills problems are at the low level, which indicated participants usually have reading skills problems. From the results it can be revealed that the participants always have problems with English language learning that they cannot understand the English idioms (2.07), cannot read academic textbooks in English (2.10), and cannot explain the main idea and summary the passage (2.20) respectively. The participants

35 can guess the meaning of new vocabulary is the lowest problem in reading skill which was 2.60. 3.3.2.4 Problems on writing skills TABLE 3-7 Means and standard deviation of writing skill problems Writing Skill 1. I can write an essay within limited time. 2. I can write an academic paper in English. 3. I can perfectly use grammatical rules in writing any papers. 4. I can paraphrase English passages. 5. I have an adequate English vocabulary for writing essays. 6. I am able to develop a suitable structure for the content. 7. I can write reports, projects, letters, and class assignments in English. 8. I never have a writing problem. 9. I can choose appropriate vocabulary to write my paper. Average 2.14 0.41 Low 2.23 2.43 0.94 0.73 Low Low 2.23 0.68 Low 2.17 0.65 Low 2.10 2.10 0.66 0.55 Low Low 2.07 0.58 Low 2.07 0.58 Low Means 1.90 SD 0.55 Interpretation Low

Table 3-7 reports the range of writing skill problems which is between 1.902.43. The means is 2.14 with the standard deviation of 0.41. The dimension of writing skills problems are at the low level, which indicated participants usually have writing skills problems. The serious problems reported by all participants are: cannot write an essay within limited time (1.90), cannot write an academic paper in English

36 (2.07), and cannot use perfectly grammatical rules in writing any papers (2.07) respectively. The participants can perform well in choosing appropriate vocabulary to write my paper which was 2.50. 3.3.2.5 learning TABLE 3-8 Means and standard deviation of sociocultural perspectives on second language learning problems Sociocultural perspectives on second language learning 1. I spend my free time to associate with native speakers. 2. I like to be an English society. 3. I try to learn the culture of the place where the English is spoken 4. I pay close attention to the thoughts and feelings of other people with whom I interact in the English language 5. I like to make new friends especially English native speakers. Average 2.37 0.64 Low 2.83 1.12 Medium 2.77 0.90 Medium 2.27 2.67 1.01 0.71 Low Medium 1.30 0.53 Never Means SD Interpretation Problems on sociocultural perspectives on second language

As seen in table 3-8, the means of sociocultural perspectives on second language learning problems is between 1.30-2.83. The means is 2.37 and the standard deviation is 0.64. The dimension of sociocultural on second language learning

problems are at the low level, which indicated participants usually have sociocultural on second language learning problems. From the results it can be seen that the serious problems of all participants are not spending their free time to associate with native speakers (1.30), do not like to be an English society (2.27), and not trying to learn the

37 culture of the place where English is spoken (2.67) respectively. The lowest problems are like to make new friends especially English native speakers which was 2.50. 3.3.2.6 TABLE 3-9 Problems on barrier to intercultural communication

Means and standard deviation of barrier to international communication problems

Barrier to International Communication 1. When I communicate with an English native speaker, I am never ashamed about my pronunciation. 2. Mr. Thomas Cook is an American. He never explains the lesson when his friends have questions. I dont think I can justify others Americans like Mr. Thomas Cook. 3. I can adapt myself with new environment/ culture. 4. When I have a presentation to present in class, I rehearse it only 23 times to give myself confidence. Average

Means

SD

Interpretation

2.33

0.88

Low

3.03

1.10

Medium

3.03

0.67

Medium

3.43

1.14

Medium

2.96

0.67

Medium

As in table 3-9, the rate of barrier to international communication problem is between 2.33-3.43. The means is 2.96 with the standard deviation of 0.67. The dimension of sociocultural on second language learning problems are at the medium level, which indicated participants sometimes have barrier to international communication problems. The results have shown that the serious problems of all participants are; to ashamed about their pronunciation when communicating with an English native speaker (2.33), justify all native speakers with one attitude (3.03), and cannot adapt themselves with new environment/ culture (3.03) respectively. The least

38 serious of barriers to intercultural communication problems is their presentation for presenting in class, they rehearse it only 2-3 times to confide themselves which was 2.50. 3.3.2.7 Comparison of English language problems

TABLE 3-10 The five most problematic English tasks Strategy 1. I spend my free time to associate with native speakers. 2. I can write an essay within limited time. 3. I can understand English idioms 4. I can write an academic paper in English. 5. I can perfectly use grammatical rules in writing any papers. 2.07 Writing Low 2.07 Writing Low 2.07 Reading Low 1.90 Writing Low Means 1.30 Problem category Interpretation Sociocultural Never

As shown in table 3-10, the problematic English tasks fell at the degree of never to low level which means the participants always have problems with sociocultural, writing, and reading skills. The most interesting finding is the three English tasks in writing skills problems employed most by the participants in the current study; cannot write an essay within limited time (1.90), cannot write an academic paper in English (2.07), and cannot use perfectly grammatical rules in writing any papers (2.07).

39 TABLE 3-11 The five least problematic English tasks Strategy 1. When I have a presentation to present in class, I rehearse it only 2-3 times to confide myself 2. I can adapt myself with new environment/ culture 3.03 Barrier to international communication 3. Mr. Thomas Cook is an American. He never explains the lesson when his friends have questions. I dont think I can justify others Americans like Mr. Thomas Cook 4. I find it easy to express myself in English. 5. I like to make new friends especially English native speakers. 2.83 Sociocultural Medium 2.87 Speaking Medium 3.03 Barrier to international communication Medium Medium Means 3.43 Strategy category Barrier to international communication Interpretation Medium

As displayed in table 3-11, barrier to international communication, speaking, and sociocultural fell at medium English language problems level. The most interesting finding is the three problematic English tasks in barrier to intercultural communication employed least by the participants in the current study; when have a presentation to present in class, they rehearse it only 2-3 times to confide themselves, adapt with new environment/ culture, and not justify others native speakers with the same disposition.

40 TABLE 3-12 Means and standard deviations indicating participants problems Problems Means Writing Listening Reading Sociocultural Speaking Barrier to intercultural Overall total 2.14 2.31 2.33 2.37 2.46 2.96 2.43 Min.- Max. 1.90 - 2.43 2.10 - 2.50 2.10 - 2.60 1.30 - 2.83 2.20 - 2.87 2.33 - 3.43 SD 0.41 0.53 0.50 0.64 0.48 0.67 0.84 Interpretation Low Low Low Low Low Medium Low

In order to answer research question I, several statistical methods were employed to analyze the data at hand. Table 3-12 summarized the English language learning problems among the participants. The descriptive statistics for overall problems (M = 2.43, SD = 0.84) indicate that the participants are low which means they always have problems with writing, listening, reading, sociocultural, speaking, and barriers to intercultural communication respectively. The report revealed writing skill being the most problematic and barrier to intercultural communication the least problematic.

41 3.3.3 Language learning strategies use perceived by the participants Research question II : How do they use strategies to achieve the target goal? 3.3.3.1 Cognitive strategies TABLE 3-13 Means and standard deviation of cognitive learning strategies Cognitive strategies 1. If I dont understand any lesson, I will repeat it many times until I understand clearly 2. When someone corrects my English errors, I try not to repeat the same errors 3. I remember new English words by making a clear mental image of it or by drawing a picture 4. When I write an English essay, I never copy the patterns of others 5. I take every opportunity to practice English Average 2.73 0.48 Medium 2.40 0.67 Low 2.50 0.90 Medium 2.70 0.70 Medium 2.90 0.71 Medium Means 3.17 SD 0.83 Interpretation Medium

As can be seen in table 3-13, the range of cognitive strategies for solving those problems to achieve the target goal is between 2.40-3.17. The means is 2.73 with the standard deviation of 0.48. From the results it can be concluded that the frequency employed strategies are the repetition strategy (if they dont understand any lesson, they will repeat it many time until understand clearly), monitoring strategy (when someone corrects their English errors, they try not to repeat the same errors), and imaginary strategy (they remember new English words by making a clear mental image of it or by drawing a picture) respectively. The lowest frequency employed strategy is to take every opportunity to practice English which was 2.40.

42 3.3.3.2 Metacognitive strategies TABLE 3-14 Means and standard deviation of metacognitive learning strategies Metacognitive strategies 1. I rely on context to figure the meaning of unfamiliar words in the text 2. I try to guess if I dont fully understand what is being said 3. If I am speaking and cannot think of the right expression, I use gestures or switch back to my own language momentarily 4. If I dont understand all the words I read or hear, I try to keep listening/reading because I may get a clue as to what was meant 5. When I dont know how to say something in English, I say something else instead Average 2.94 0.69 Medium 2.83 0.87 Medium 2.87 0.90 Medium 2.90 0.71 Medium 3.03 0.81 Medium Means 3.07 SD 0.91 Interpretation Medium

As reported in table 3-14, the rate of metacognitive strategies for solving those problems to achieve the target goal is between 2.83-3.07. The means is 2.94 with the standard deviation of 0.69. From the results it can be summarized that frequently employed strategies are: to rely on context to figure the meaning of unfamiliar words in the text (3.07), they try to guess if they dont fully understand what is being said (3.03); and If they are speaking and cannot think of the right expression, they use gestures or switch back to their own language momentarily (2.90) respectively. The

43 lowest frequently employed strategy is compensation strategy (when they dont know how to say something in English, they say something else instead) which was 2.83. 3.3.3.3 Memory strategies TABLE 3-15 Means and standard deviation of memory learning strategies Memory strategies 1. I think of relationships between what I already know and new things I learn in English. 2. I remember new English words or phrases by remembering their location on the page, on the board, or on street sign. 3. I remember a new English word by making a mental picture of a situation in which the word might be used. 4. I use new English words in a sentence so I can remember them. 5. I review English lessons often. Average 2.50 2.75 0.86 0.57 Medium Medium 2.70 0.79 Medium 2.80 0.71 Medium 2.83 0.79 Medium Means 2.90 SD 0.88 Interpretation Medium

As described in table 3-15, the scores of memory strategies for solving those problems to achieve the target goal are between 2.50-2.90. The means is 2.75 with the standard deviation of 0.57. From the results it can be shown that the frequently employed strategies are: background knowledge strategy (to think of relationships between what they already know and new things they learn in English), imaginary strategy (they remember new English words or phrases by remembering their location on the page, on the board, or on street sign), and mental strategy (they remember a new English word by making a mental picture of a situation in which the word might

44 be used) respectively. The least frequently employed strategy is revision (they review English lessons often) which was 2.50. 3.3.3.4 Compensatory strategies TABLE 3-16 Means and standard deviation of compensatory learning strategies Compensatory strategies 1. I make up new words if I do not know the right ones in English. 2. I direct the conversation to a topic for which I know the words. 3. I read English without looking up every new word. 4. To understand unfamiliar English words, I make guesses. 5. When I cant think of a word during a conversation in English, I use gestures. Average 2.71 0.42 Medium 2.50 0.86 Medium 2.70 0.60 Medium 2.73 0.52 Low 2.77 0.73 Medium Means 2.87 SD 0.68 Interpretation Low

As has been demonstrated by table 3-16, the range of compensatory-related strategies for solving those problems to achieve the target goal is between 2.50-2.87. The means is 2.75 with the standard deviation of 0.42. The results illustrated that the frequency employed strategies are; make up new words if they do not know the right ones in English (2.87), direct the conversation to a topic for which they know the words (2.77), and read English without looking up every new words (2.73) respectively. The least frequently employed strategy is using gestures when cant think of a word during a conversation in English which was 2.50.

45 3.3.3.5 Affective strategies TABLE 3-17 Means and standard deviation of affective learning strategies Affective strategies 1. I pay attention to physical signs of stress that might affect my language learning. 2. I give myself a reward when I have done something well in English learning. 3. I try to relax whenever I feel anxious about using the new language. 4. I talk to someone I trust about my attitudes and feelings concerning the English language learning process. 5. I make encouraging statements to myself so that I will continue to try hard and do my best in English language learning. Average 2.77 0.54 Medium 2.30 0.92 Medium 2.83 0.95 Medium 2.83 0.70 Medium 2.90 0.80 Medium Means 2.97 SD 0.85 Interpretation Medium

As indicated in table 3-17, the rate of affective strategies for solving those problems to achieve the target goal is between 2.30-2.97. The means is 2.77 with the standard deviation of 0.54. The most frequency use affective learning strategies of all participants are to pay attention to physical signs of stress that might affect the language learning, give themselves a reward when have done something well in English learning (2.97), give a reward when they have done something well in English learning (2.90), and try to relax whenever feeling anxious about using the

46 new language (2.83), and talk to someone they trust about their attitudes and feelings concerning the English language learning process (2.83) respectively. The lowest frequency employable strategies are to make encouraging statements to themselves so that they will continue to try hard and do my best in English language learning which was 2.30. 3.3.3.6 Social strategies TABLE 3-18 Means and standard deviation of social learning strategies Social strategies 1. I usually ask my friend to edit my English writing 2. I ask my teacher or friend for help when I dont understand any lesson 3. When I dont understand completely, I summarize what I have understood and ask my friend for verification 4. I work with my friend to practice, review, or share information 5. When I have any problem, I prefer to consult with English native speaker rather than Thai friend Average 2.77 0.54 Medium 2.30 0.92 Low 2.83 0.95 Medium 2.83 0.70 Medium 2.90 0.80 Medium Means 2.97 SD 0.85 Interpretation Medium

As presented in table 3-18, the scores of social strategies for solving those problems to achieve the target goal are between 2.30-2.97. The means is 2.77 with the standard deviation of 0.54. It can be interpreted from the results that the

frequency employed strategies are: usually ask my friend to edit my English writing (2.97), ask teacher or friend for help when they dont understand any lesson (2.90), summarize what they have understood and ask friend for verification (2.83) and work with friend to practice, review, or share information (2.83). The lowest frequency

47 employed strategies is when they have any problem, they prefer to consult with English native speaker rather than Thai friend which was 2.30. 3.3.3.7 Comparison of strategies used TABLE 3-19 The five most frequently used strategies No. 1. Strategy If I dont understand any lesson, I will repeat it many times until I understand clearly 2. I rely on context to figure the meaning of unfamiliar words in the text 3. I try to guess if I dont fully understand what is being said 4. I usually ask my friend to edit my English writing 5. I pay attention to physical signs of stress that might affect my language learning. 2.97 Affective Medium 2.97 Social Medium 3.03 Metacognitive Medium 3.07 Metacognitive Medium Means 3.17 Strategy Cognitive Interpretation Medium

As shown in table 3-19, four strategies; cognitive, metacognitive, social, and affective, fell at medium-use range. The most interesting finding is the two metacognitive strategies employed often used by the participants in the current study : rely on context to figure the meaning of unfamiliar words in the text, and try to guess if they dont fully understand what is being said.

48 TABLE 3-20 The five least frequently used strategies No. 1. Strategy I make encouraging statements to myself so that I will continue to try hard and do my best in English language learning. 2. When I have any problem, I prefer to consult with an English native speaker rather than a Thai friend 3. I take every opportunity to practice English 4. When I write an English essay, I never copy the patterns of others 5. I review English lessons often. 2.50 Memory Medium 2.50 Cognitive Medium 2.40 Cognitive Low 2.30 Social Low Means 2.30 Strategy Affective Interpretation Low

As revealed by the table 3-20, four strategies; affective, social, cognitive, and memory fell at low-use to medium-use level. The most interesting finding is the two cognitive strategies employed least by the participants in the current study; take every opportunity to practice, and when they write an English essay, they never copy the patterns of others (in other words, when they write an English essay, they copy the patterns of others).

49 TABLE 3-21 Means and standard deviations indicating participants strategy use Frequency of strategy use Strategy used Means 1. 2. 3. 4. 5. 6. Metacognitive Affective Social Memory Cognitive Compensatory Overall total 2.94 2.77 2.77 2.75 2.73 2.71 2.78 Min. Max. SD 0.69 0.54 0.54 0.57 0.48 0.42 0.82 Interpretation Medium Medium Medium Medium Medium Medium Medium

2.83 - 3.07 2.30 - 2.97 2.30 - 2.97 2.50 - 2.90 2.40 - 3.17 2.50 - 2.87 -

Table 3-21 summarized the frequency of strategy use among the participants. In the entire results, the most frequency of strategy used from the six categories is metacognitive, affective, and social strategies respectively. The descriptive statistics for overall strategy use (M = 2.78, SD = 0.82) indicate that the participants are medium strategy users. Strategy in the metacognitive had identical means of the most frequency used at 2.94. The means use of strategies in the affective and social categories were 2.77. Strategy in the memory was employed slightly often, with identical means of 2.75. The means use of strategies in the cognitive and compensatory strategies were 2.73 and 2.71 respectively. There is not much difference in the means scores of strategy use among the six categories. However, for this research study, it was metacognitive strategies that were used more frequently than the other categories, though the difference has a little practical significance.

TABLE 3-22 Correlations between English language problems and learning strategies Speaking .522(**) .003 .166 .380 .271 .148 .432(*) .017 .266 .155 .356 .054 .131 .282 .085 .149 .072 .707 .320 .270 .014 .001 .446(*) .593(**) .405(*) .026 .066 .727 .075 .694 .307 .050 .460 .193 .362(*) .140 .235 .105 .307 .069 .187 .323 .445(*) .014 .263 .160 .433(*) .017 .223 .302 .193 .337 .029 .061 .060 .008 .399(*) .346 .348 .477(**) Listening Reading Writing Sociocultural Barrier to inter. .565(**) .001 .470(**) .009 .443(*) .014 .677(**) .000 .397(*) .030 .417(*) .022 50

Pearson Correlation

Cognitive

Sig. (2-tailed)

Metacognitive

Sig. (2-tailed)

Memory

Sig. (2-tailed)

Compensatory

Sig. (2-tailed)

Affective

Sig. (2-tailed)

Social

Sig. (2-tailed)

** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed).

51 According to table 3-22, the students overall problem was slightly correlated with the frequency of strategy use. Based on the results, the participants barrier to intercultural communication problem was positively correlated with all categories strategy use; compensatory (r=.677), cognitive (r=.565), metacognitive (r=.470), memory (r=.443), social (r=.417) and affective (r=.397) respectively. To put it another way, participants who had the barrier to intercultural communication problems employed all six learning strategies; compensatory, cognitive, metacognitive, memory, social, and affective strategies to solve those problems. These results were correlated with table 3-12, barrier to intercultural communication were the least English language problems compared with writing, listening, reading, sociocultural on second language, and speaking. Again, students employed all six categories learning strategies; consequently, they encountered the least problems in barrier to intercultural communication. Also found were significant results between strategy use and English language problems, showing that compensatory strategies were only one strategy that have correlated to all language problems; speaking (r=.432), listening (r=.446), reading (r=.593), writing (r=.405), sociocultural on second language (r=.445), and barrier to intercultural (r=.677). Students tended to use compensatory strategies to solve English language problems. In addition, other correlations were speaking and listening with cognitive and compensatory, reading skill with memory and compensatory, writing skill with compensatory, sociocultural on second language with cognitive, compensatory, and social strategies.

CHAPTER 4 CONCLUSION, DISCUSSION AND RECOMMENDATION

This chapter consists of four sections: the first section is the conclusion of the study. A discussion of the findings is presented in the second section. In the third section, recommendations for further research as an extension of this research study are offered. The last section is suggestions for teaching applications.

4.1

Conclusion The purpose of this study was to investigate the English language learning

problems and the learning strategies as a solution to achieve the target goal used by Thai students in an international program in the selected university of Mahidol with the main two areas of research questions (1) What are the English problems perceived by Thai students at MU? (2) How do they use learning strategies as a solution to solve those problems to achieve the target goal? The main instrument in this study includes the background information, English language learning problems, and Strategy Inventory for Language Learning (SILL) questionnaires. The questionnaires were based on the questionnaires developed by Rubin J. & Thompson I. (1994) and Oxford (1990). The questionnaire consisted of 2 categories; problems and learning strategies as a solution with five scales range from 1-5. In reporting problems and frequency of use in learning strategies, Oxford (1990) provided the basic framework to interpretation data of the English language problems and learning strategies. A total of 30 participants in the study are 19 females and 10 males. Most (56.67%) of the participants aged 19 and 20 (30.00%). They majored in Food Technology 14 (46.67%), Biotechnology 8 (26.67%), and Agro-Industrial 6 (20%) in Faculty of Applied Science. Most (70%) participants have studied English between 10-16 years. More than half of the participants (70%) rate their proficiency compared

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with others students in class in fair level while others (63.33%) compared with English native speakers in poor level. 4.1.1 Problem in English language learning The most serious English problem reported by this group of students was writing skills. Other problems revealed in this study were listening skills, reading skills, sociocultural on second language learning, speaking skills, and barriers to intercultural communication respectively. As described in detail in chapter 3, participants had the most serious problem in writing skills, so the means score fell at low level. Major tasks of writing skills problems are : unable to write an essay within limited time, unable to write an academic paper in English, unable to perfectly use grammatical rules in writing any papers , and unable develop a suitable structure for the content. 4.1.2 Learning strategies as a solution

The average score of all strategies fell at medium-used level. The metacognitive strategies are the most frequently used strategies that Thai undergraduate students in international program at MU apply in this current research. They employ the following strategies; relying on context to figure the meaning of unfamiliar words in the text. Furthermore, the compensatory strategies are the least frequently used. They do not use gestures when they cannot think of a word during a conversation in English. In conclusion, each strategy serves language learners in a different purpose; therefore successful language learners should apply all strategies to achieve a target goal in learning language.

4.2

Discussion 4.2.1 English language problem The present study concluded that writing skill was the most difficult English

language problem that Thai students encounter, followed by listening and reading. This may be because the cause of the writing is the productive skill in the written mode. It, too, is more complicated than it seems at first, and often seems to be the most difficult skill, even for English native speakers, since it involves not just a

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graphic representation of speech, but the development and presentation of thoughts in a structured way. Many students compose English assignments by writing in Thai first and then translating into English. The correct sense can not be transferred by translating from Thai to English. The quality of their written assignments, however, is quite poor because they rarely compose an essay in secondary level or high school. As indicated in the study of Atipad Boonmor that Thai students write a draft in L1 first and then translate the draft into L2. Furthermore, learning styles between secondary schools and undergraduates are totally different. Studies in secondary school, students adopted passive roles and teachers were the repositories of knowledge. They rarely have a chance to practice productive ideas for writing. On the other hand, as undergraduates, students must take notes, research materials, summarize the main idea and write assignments by themselves. They fail to develop certain basic skills in the previous degree, so they are unable to write with the speed and fluency required. To develop mechanisms and instruments in writing skills, they should spend time to practice. This in turn leads to high levels of frustration, confusion and stress. So, the problem with curriculum is that the schools do not prepare the students with stud skills for tertiary level such as they cannot take note, write a report and write an exam in English effectively. Some suggestions are in the suggestion the teaching application part. The results of the present study support previous research in this area. Wong, (1985), Elosiebo (1988), Juthamas Thongsongsee (1998), Crowe (1992), and Patcharaporn Songsangkaew (2003) found that Asian students had language deficiency problems especially writing English. 4.2.2 Learning strategies Language learning strategies contribute to all parts of the language learning. 1. Cognitive strategies involve manipulation or transformation of the language through reasoning, analysis, taking note, functional practice in naturalistic setting, formal practice with structures and sounds. 2. Metacognitive strategies provide a way for learners to coordinate their own learning process such as centering, arranging, planning, and evaluating.

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3. Memory strategies help the learner store new information in memory and retrieve it later. 4. Compensation strategies encourage the learners to guess the missing word or meaning in the context, using gestures when they cannot think a right word in English. 5. Affective strategies help learners gain better control over their emotions, attitudes, and motivations related to language learning. 6. Social strategies involve other people in the language such as asking questions and cooperating with others. As can be seen from the results, metacognitive strategies were the most frequently used of Thai students. Indeed, metacognitive strategies provide a way for learners to coordinate their own learning process such as centering, arranging, planning, and evaluating. These beyond the cognitive strategies are used to provide executive control over the learning process. This result supported the study of Nisbet (2002) and Liu (2004). Nisbet stated that among metacognitive, cognitive, and memory strategies, metacognitive were the most frequently used strategies of Chinese students. Lius research (2004) also found that metacognitive strategies were the most frequently used strategies in Chinese technological institute English majors. In this current study, it was also found that there was a correlation between some English problems and learning strategies. Students applied compensatory strategies to solve English language problems: speaking, listening, reading, writing, sociocultural on second language learning, and barrier to intercultural communication. Meanwhile, students who had the barriers to intercultural communication problems employed all six learning strategies; compensatory, cognitive, metacognitive, memory, social, and affective strategies to solve those problems. For this reason, barrier to intercultural communication was the least serious problem students encountered in this study.

4.3

Recommendations for further research Based on the major findings of the present study, the researcher recommends

the following avenue for future research.

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First, since the current investigation into English learning problems and language learning strategies of Thai students in international program was conducted with participants from Applied Science faculty at Mahidol University, generalization is limited. Furthermore, participants in the current study were from the number five ranked university in Thailand and high academic requirements are not necessarily representative of the full spectrum of Thai students in international program. To get a more representative problem of Thai students, there should be more variety of university that provide international program including private university. Second, the environment at MU is not thereof a real international program. Both students and instructors are Thai. The instructors taught in English with Thai pronunciation. Students do not face a real international situation such as difficult in following lectures, pronunciation of native speakers, different cultures and attitude. It cannot be reflect the real culture of the target situation. Therefore, we have to study with students aboard such as scholarship students. Third, the current study gathers information from a single questionnaire to identify the problems and the solutions of English language learning. It is recommended that further studies to incorporate multiple measures of English language learning and solutions for example, interviews, direct observations, mail, and pilot survey, etc. Fourth, the number of participants in the current study is limited to 30 students. The next study should be conducted with different age groups and with a larger sample size. It would help in understanding whether difficulties in English learning differ for different ages and strategies used.

4.4

Suggestion for teaching application Some suggestions for teaching writing as follows: 4.4.1 Awareness-rising; homework of writing an essay is given over weekend.

Lesson begins by asking learners to spend 5 minutes checking their errors, then to swap with their friend. Critique the errors in each others work, looking with fresh eyes, may help learners to appreciate the importance of letting a certain amount of time elapse before they check their work.

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4.4.2

Modeling; Does it make sense? When learners realize that the errors do

not lie in punctuation or spelling, it can be pointed out that it is not possible to look for such errors and at the content all at once in the first reading. Does it look right? Pairs of learners are given a list of words and asked to circle the correct version such as Schwimmbad and Schwimbad. Does it sound right? Learners read the passage aloud with deliberate mistakes in word order or plural forms, etc. Style and content, learners read two letters and have to pick out the best one. They should also pay attention at familiar grammatical mistakes. Finally, learners are given passages to read and correct, and then brainstorm most usual mistakes with their friends. 4.4.3 General practice; learners write a paragraph with five deliberate errors,

then give it to a friend to correct. Or both of them assign a general topic to write an essay and correct by each other. Learners read the redrafted version of a friends essay aloud. Learners examine the redrafted version of essay and mark the errors and make the content accurate. 4.4.4 Action planning; final draft of essay is marked by the teacher and

returned. Learners write down a list of their own weaknesses and of useful strategies to help to overcome them for next piece of coursework e.g. spelling: to use a dictionary when I am unsure or it does not look right. Furthermore, strategy training can cover more general aspects of language learning, such as the kinds of language functions used inside and outside the classroom, significance of group work and individual efforts in language learning, trade-offs between accuracy and fluency, fear of mistakes, learning versus acquisition, and ways in which language learning differs from learning other subjects. Teachers can be taught in at least three different ways: awareness training, one-time strategy training, and long-term strategy training. Awareness training awareness training is very important, because it is often the individuals introduction to the concept of learning strategies. It should be fun and motivating, so that participants will be encouraged to expand their knowledge of strategies at a later time. For this reason, it is best not to use the lecture format for awareness training. One-time strategy training one-time strategy training involves learning and practicing one or more strategies with actual language tasks. This kind of training

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gives the learner information on the value of the strategy, when it can be used, how to use it, and how to evaluate the success of the strategy. However, one-time training is appropriate for learners who have a need for particular, identifiable, and very targeted strategies that can be taught in one or just a few session. Long-term strategy training long-term strategy training, like one-time strategy training, involves learning and practicing strategies with actual language tasks. Again, students learn the significance of particular strategies, when and how to use them, and how to monitor and evaluate their own performance. Like one-time training, longterm training should be tied to the tasks and objectives of the language program.

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Oxford, Rebecca. Language Learning Strategies: What Every Teacher Should Know. New York : Newbury House, a1990. Ochs, E. Culture and Language Development: Language Acquisition and Language Socialization in a Samoan Village. Cambridge : Cambridge University Press, 1988. Ochs, E. and Schieffelin, B. The impact of language socialization on grammatical development. Cited in Fletcher, P. and MacWhinney, B. The handbook of child language. London. Oxford : Blackwell, 1995. Park, Hyunjoon. Japanese and Korean High Schools and Students in Comparative Perspective. Cited in Dronkers, Jaap. Assessing the quality of education and its relationships with the inequality in European and other modern societies. New York : Columbia University, 2006. Patcharaporn Songsangkaew. The language function difficulties experienced by Thai students in real situations in America. Master Thesis, Faculty of English of Applied Arts, King Mongkuts Institute of Technology North Bangkok, 2003. Purpura, J. Learner characteristics and L2 test performance. Cited in R. L. Oxford. Language Learning Strategies in the Context of Autonomy, Synthesis of Findings from the International Invitational Conference on Learning Strategy Research. New York : Columbia University, 1999. Rubin J. & Thompson I. How to be a more successful language learner: toward learner autonomy. (2nd ed.). Bonton : Heinle & Heinle Publishers, 1994. Rubin, J. Learner strategies: Theoretical assumptions, research history and typology, 1987, p. 15-29. Cited in Wenden, A and J. Rubin. Learner Strategies and Language Learning. Englewood Cliffs : NJ Prentice Hall, 1995. Samovar, L. A., and Porter, R. E. Communication between cultures. California : Wadsworth, 1991. Schumann, J. Language Learning. London : Oxford University Press, 1976. Schumann, J. The acculturation model for second-language acquisition. Cited in R. C. Gingras. Second Language Acquisition and Foreign Language Teaching. Arlington : Center for Applied Linguistics, 1978.

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Shiels, K. A qualitative analysis of the factors influencing enculturation stress and second language acquisition in immigrant students. Wilmington : Delaware, 2001. Shoebottom, P. Feedback from ESL students. [Online] 2001. [Cited 30 August 2007]. Available from URL : http://esl.fis.edu/ parents/advice/ shock.htm. Shoebottom, P. ESL students and culture shock. [Online] 2003. [Cited 30 August 2007]. Available from URL : http://esl.fis.edu /parents/ advice/ shock.htm. Vygotsky, L. Thought and language. Cambridge : The MIT Press, 1986. Vygotsky, L. Mind and society: The development of higher mental processes. Cambridge : Harvard University Press, 1978. Wong, Ovid K. Language Assessment of Asian Students: Problems & Implication. [Online] 1985. [Cited 30 August 2007]. Available from URL : http://www. eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb =true&_&ERICExtSearch_SearchValue_0=ED253563&ERICExtSearch_Searc hType_0=eric_accno&accno=ED253563.

APPENDIX A

DEMOGRAPHIC DATA QUESTIONNAIRE

64 Part 1: Demographic data

1.

Age :

years

2.

Sex :

Male

Female

3.

Major :

Faculty :

4.

How long have you been studying English language?

year(s)

5.

Have you ever studied aboard?

Yes

No

6.

Where

How long?

years(s)

7.

In your previous degree, have you studied English?

Yes

No

8.

How do you rate your overall English proficiency compared with the proficiency of other students in your class? (circle one) Excellent Good Fair Poor

9.

How do you rate your overall English proficiency compared with the proficiency of English native speakers? (circle one) Excellent Good Fair Poor

65 10. Why do you want to learn English language? (more than one) interested in the language interested in the culture need it for my future career need it for travel have friends who speak the English language required to take a language course to graduate other (please specify)

11. Do you enjoy English language learning?

Yes

No

12.

What other languages have you studied?

13.

What has been your favorite experience in language learning?

APPENDIX B

ENGLISH LANGUAGE PROBLEM QUESTIONNAIRE

67 Please circle a number to indicate your most appropriate description you by using the scale below.

5 always

4 usually

3 occasionally

2 rarely

1 never

SPEAKING SKILLS 1. I can have an informal conversation in English. 2. 3. 4. I can have a formal conversation in English. I can perform academic presentation in English in the classroom. I have an adequate English vocabulary for effective speaking. 5. 6. I can explain my idea clearly in English. My friend, a native speaker, understands my pronunciation. 7. 8. 9. I find it easy to express myself in English. I can ask questions in English in the classroom. I feel comfortable in talking with a native speaker instructor in the classroom. 10. I never have a speaking problem. 5 5 4 4 3 3 2 2 1 1 5 5 4 4 3 3 2 2 1 1 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 5 4 3 2 1

5 5

4 4

3 3

2 2

1 1

68 5 always 4 usually 3 occasionally 2 rarely 1 never

LISTENING SKILLS 1. I understand the tone of voice of a native speaker. 2. I can understand a native speaker speaking at normal speed. 3. I can understand an attitude, customs, and social circumstances of a native speaker. 4. 5. I can understand classroom lectures in English. I can understand comments given by native English speakers. 6. 7. 8. I participate class discussions in English. I participate group discussions in English. I feel comfortable in listening a native speaker instructor in the classroom. 9. I can understand the main idea of the native speaker instructor. 10. I never have a listening problem. 5 4 3 2 1 5 4 3 2 1 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 5 5 4 4 3 3 2 2 1 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

69 5 always 4 usually 3 occasionally 2 rarely 1 never

READING SKILLS 1. 2. 3. 4. I can read an academic textbooks in English I can read a magazine in English I can guess the meaning of new vocabulary I can understand English idioms I can explain the main idea and summary the passage I never have a reading problem 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1

5. 6.

5 5

4 4

3 3

2 2

1 1

WRITING SKILLS 1. 2. I can write an academic paper in English. I can write reports, projects, letters, and class assignments in English. 3. 4. 5. 6. I can paraphrase English passages. I can write an essay within limited time. I can use perfectly grammatical rules in writing any papers. I can choose appropriate vocabulary to write my paper. 7. I have an adequate English vocabulary for writing essays. 8. I am able to develop a suitable structure for the content. 9. I never have a writing problem. 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 5 5 4 4 3 3 2 2 1 1

70

5 always

4 usually

3 occasionally

2 rarely

1 never

SOCIOCULTURAL ON SECOND LANGUAGE LEARNING 1. I spend my free time to associate with native speakers. 2. 3. I like to be an English society. I like to make new friends especially English native speakers. 4. I pay close attention to the thoughts and feelings of other people with whom I interact in the English language 5. I try to learn the culture of the place where the English is spoken 5 4 3 2 1 5 4 3 2 1 5 5 4 4 3 3 2 2 1 1 5 4 3 2 1

BARRIER TO INTERCULTURAL COMMUNICATION 1. Mr. Thomas Cook is an American. He never explains the lesson when his friends have questions. I dont think I can justify others Americans like Mr. Thomas Cook 2. When I have a presentation for acting out in class, I rehearse it only 2-3 times to confide myself 3. I can adapt myself with new environment/ culture 4. When I communicate with an English native speaker, I am never ashamed about my pronunciation 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

APPENDIX C

LEARNING STRATEGIES QUESTIONNAIRE

72 5 always 4 usually 3 occasionally 2 rarely 1 never

COGNITIVE 1. 2. I take every opportunity to practice English When someone corrects my English errors, I try not to repeat the same errors 3. If I dont understand any lesson, I will repeat it many time until I understand clearly 4. When I write an English essay, I never copy the pattern of others 5. I remember new English words by making a clear mental image of it or by drawing a picture 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 5 4 4 3 3 2 2 1 1

METACOGNITIVE 1. If I dont understand all the words I read or hear, I try to keep listening/reading because I may get a clue as to what was meant 2. When I dont know how to say something in English, I say something else instead 3. I try to guess if I dont fully understand what is being said 4. I rely on context to figure the meaning of unfamiliar words in the text 5. If I am speaking and cannot think of the right expression, I use gestures or switch back to my own language momentarily 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

73 5 always 4 usually 3 occasionally 2 rarely 1 never

MEMORY-RELATED STRATEGIES 1. I think of relationships between what I already know and new things I learn in English. 2. I use new English words in a sentence so I can remember them. 3. I remember a new English word by making a mental picture of a situation in which the word might be used. 4. 5. I review English lessons often. I remember new English words or phrases by remembering their location on the page, on the board, or on street sign. 5 5 4 4 3 3 2 2 1 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

COMPENSATORY STRATEGIES 1. To understand unfamiliar English words, I make guesses. 2. When I cant think of a word during a conversation in English, I use gestures. 3. I make up new words if I do not know the right ones in English. 4. I read English without looking up every new word. 5. I direct the conversation to a topic for which I know the words. 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

74 5 always 4 usually 3 occasionally 2 rarely 1 never

AFFECTIVE STRATEGIES 1. I try to relax whenever I feel anxious about using the new language. 2. I give myself a reward when I have done something well in English learning. 3. I pay attention to physical signs of stress that might affect my language learning. 4. I make encouraging statements to myself so that I will continue to try hard and do my best in English language learning. 5. I talk to someone I trust about my attitudes and feelings concerning the English language learning process. 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

SOCIAL STRATEGIES 1. When I dont understand completely, I summarize what I have understood and ask my friend for verification 2. I ask my teacher or friend for help when I dont understand any lesson 3. I usually ask my friend to edit my English writing 4. When I have any problem, I prefer to consult with English native speaker rather than Thai friend 5. I work with my friend to practice, review, or share information 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

75

BIOGRAPHY

Name

: Ms.Ratana Pawapatcharaudom

Case Study Title : An Investigation of Thai Students English Language Problems and Their Learning Strategies in the International Program at Mahidol University Major Field : English for Business and Industry

Biography Education October 2005 - October 2007 : Master of Arts Major Field: English for Business and Industry King Mongkuts Institute of Technology North Bangkok, Bangkok June 1996 - June 1999 : Bachelor of Humanities Major: French Srinakharinwirot University, Bangkok