Grammar learning strategies of non-English majors at Thu Dau Mot University

Abstract

This study attempts to explore the extent to which Grammar Learning Strategies (GLSs) are used by first-year non-English majors at Thu Dau Mot University (TDMU). A total of one hundred and thirty first-year students participated in answering the questionnaire and five students responded to the semi-structured interview questions. The quantitative data were processed using SPSS software, while the qualitative data were analyzed by applying the content analysis. The results revealed that all the GLSs were used at a medium level. Affective strategies were the most frequently selected while metacognitive strategies were the least employed by the students. The data from the semi-structured interview were coded and analyzed to make the findings clearer Basing upon the findings, the study also made some recommendations for teachers, students, and administrators.