The Study of English Language Learning Strategies of Mathayomsuksa 5 Students at Sriracha School

Abstract

The purposes of this study were: (1) to investigate the English learning strategies of Mathayomsuksa 5 students, and (2) to compare the uses of English language learning strategies of Mathayomsuksa 5 students at Sriracha school. The research design used is descriptive research. The sample for this research consisted of 40 pupils from Mathayomsuksa 5 selected by using cluster random sampling. The study was carried out in the first semester of the 2024 academic year. The research tools were: (1) A language learning strategy questionnaire adapted from Oxford's consisting of 50 items, and (2) an English learning strategy interview guide, developed based on the concepts from Oxford's language learning strategy questionnaire, consisting of 4 open-ended questions. The questionnaire and interview guide were subjected to content validity testing and analyzed for the index of item-objective congruence (IOC). The statistics used to analyze the data were: frequency, percentage, mean, and standard deviation. The results revealed that (1) the English learning strategies employed by Mathayomsuksa 5 students in the mathematics-English program (English-focused) at Sriracha School were at a moderate level, with an average score of 3.42, and (2) the uses of English learning strategies varied among the students. When analyzed each category it was found that the most frequently used strategy was metacognitive strategies, with an average score of 3.59. In contrast, the least frequently used strategy was memory strategies, with an average score of 3.24.