Investigating university students’ use of language learning strategies in learning English: a case study in Vietnam

Abstract

This research examines the use of language learning strategies (LLSs) among 440 university students at a Vietnamese institution, with the objective of identifying overarching patterns of strategy utilization, exploring gender-based disparities, and analyzing variances between academic year levels. The strategy inventory for language learning (SILL) served as the data collecting instrument, assessing six kinds of strategies: memory, cognitive, compensating, metacognitive, emotive, and social. Descriptive statistics indicated that students exhibited moderate-to-high levels of strategy use, with social strategies being the most prevalent and cognitive methods the least employed. Independent samples t-tests revealed no significant gender differences in strategy categories, however one-way analysis of variance or ANOVA findings showed substantial increases in strategy use by year level, with fourth-year students exhibiting the greatest usage. These results emphasize the collaborative learning inclinations within the Vietnamese English as a foreign language (EFL) environment and accentuate the progressive nature of method use. The study enhances current research by providing fresh insights from Vietnam and underscores the need for ongoing strategy training, especially for younger students. Constraints include dependence on self-reported data and a singular institutional emphasis. Future study should use mixed methodologies and larger samples to enhance comprehension of LLS utilization in diverse contexts.