The Study of the Undergraduates’ English Learning Strategies

Abstract

The purposes of this study aimed to study and compare the undergraduates’ English learning techniques and English learning strategies among four skills; listening, speaking, reading and writing in a high achievement group and a low achievement group in phase one and to study the results of using the English learning techniques in a low achievement group in phase two. The research instruments employed at each phase were the English learning techniques and strategies questionnaire, the semi- structured interview form, the behavioural observation form, the self-reflection form and task evaluation form. The findings revealed that the undergraduates in a high achievement group and a low achievement group used the different English learning techniques but the similar English learning strategies. The high achievement group; however, performed better in English skills than the low achievement group because of the duration of their practices and the concentration for academic purposes. Moreover, the results of using English learning techniques in the low achievement group demonstrated that the students had better English learning behaviours and obtained a very good level from task assessment.