Exploring Language Learning Strategies of Vietnamese University English and Non-English Majors

Abstract

This study compares language learning strategies (LLS) and their frequencies between Vietnamese English and non-English majors. The Strategies Inventory of Language Learning (SILL) questionnaire from Oxford’s 1990 taxonomy was employed as the main research instrument. The questionnaire was administered to 140 students at a public university in Vietnam. Semi-structured interviews with ten students of both groups were also carried out to provide more qualitative information. The data analysis involved descriptive and inferential statistics and manual interview transcription. Both groups of students used a wide range of LLS across six strategy groups with metacognitive strategy group use the most frequent and compensation the least frequent. A significant difference was shown in the ways both groups employed LLS (p < .05). Results from this study can provide a solid foundation for educational administrators and practitioners to better support these students and can add to an overall theory of LLS in Asia.