Language Learning Strategies used by Thai Engineering Student Freshmen among Different English Academic Achievement Levels at Kasetsart University


  • Jirapa Rardprakhon
  • Prapart Brudhiprabha
  • Raveewan Angkanurakbun


English language learning strategies, Thai engineering freshmen, English academic achievement levels


            This study aimed to investigate English language learning strategies employed by Thai engineering student freshmen to look for the frequency of language learning strategies they use and to compare language learning strategies (LLSs) use among different English academic achievement levels and terminal grades. The relationship between the use of LLSs and English academic achievement levels is also examined. The samples were purposively selected 163 engineering freshmen. The research instruments were Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and structured in-depth interviews. The descriptive statistics were used to describe level of frequency of strategy, while the One-Way ANOVA was used to find the difference in the LLSs. Furthermore, the Pearson’s product moment correlation coefficient was used to determine the relationship among the LLSs and English terminal grades. The findings of this study indicated that the students used overall LLSs at a medium level. In addition they most frequently used metacognitive strategies. There is no a difference between LLSs among high, medium, and low achievers. Moreover, the research result also indicated non-correlation of a relationship between English LLSs and the English terminal grades. The interview data revealed that e most of the students employed gesture or mime with their speaking.

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