Learning Strategies at Vinh University
Jody Gilbert
How and why can we incorporate learning strategies into our
curriculum? One teacher’s research and experience.
Very simply, this article is about what educators call
The study was carried out in two parts. The first
learning strategies (see Figure 1). They are significant in
part was a strategies use survey, based on the “Sample
general education theory, but in this article we will focus
Learning Strategies Questionnaire” on page 72 of The
specifically on their use in foreign language learning.
Learning Strategies Handbook. It included five parts,
In my classes, in an effort to make students aware of
one for each of the four communicative skills, plus a
the learning strategies that are available to them, I have
general section. Students were asked to read statements
introduced and described them like this:
about how often they participated in certain behaviors
“Imagine all the different routes you could take
when learning or doing tasks in English. (My specific
from our university to the train station! There are many,
survey is found on pages 22-23.)
and at different times you will go different ways for dif-
The second part of the study was ten oral or “talk
ferent reasons—for example, picking up a friend, getting
aloud” interviews. Some students did a role-play with a
something to eat before your train, purchasing a gift for
native-speaking teacher, while others completed a read-
the friend you will meet when you arrive at your desti-
ing assignment that included a newspaper article and
nation, or buying flowers for the person whom you are
comprehension questions. Certain students did both
picking up. Well, learning strategies are like all those dif-
activities, while some participated only in the reading
ferent routes to the train station. When you are faced
task. All participants were instructed beforehand, dur-
with language learning tasks, there are many different
ing a separate preparatory meeting, in how to partici-
things you can do to help yourself accomplish the tasks,
pate in “talk aloud” interviews, and were given the
and for different tasks you will use different learning
opportunity to practice talking aloud while they
strategies, as appropriate. My job as a teacher is to show
worked. Those working on role-plays were given a situ-
you all the different ‘routes’ or strategies that are avail-
ation written on an index card, then allowed as much
able to you, and teach you how to decide which ones to
time as they desired to prepare. During that time, or
use for various tasks.”
before they began role-playing, they were asked to ver-
While working on my M.A. in TESOL and
balize what they did mentally to prepare. During the
Intercultural Studies, I became interested in the use of
role-play, I took notes. Afterward, I asked them to
language learning strategies and researched their use
review what they had thought about during the per-
among my students at Vinh University. What follows is
formance. I also asked questions from my notes about
the study, an analysis of the data, curriculum ideas I
such items as long pauses, corrections, errors, and word
developed as a result of the study and an M.A. class on
choice. The role-plays were situations that had been
the same topic, and finally, an analysis of the curriculum
previously used in class to prepare for final oral exams,
following initial implementation.
so students may or may not have previously watched
someone perform their particular role-play. However,
The Study
no one performed a role-play that they had already done
in class.
The goal of my study was to gain an understanding
During the process of this study, these oral inter-
of what strategies, if any, my students use regularly.
views contributed in two major ways.
First, they
Specifically, I was interested in finding out which strate-
allowed me the opportunity to actually observe my stu-
gies my students use, when they use them, and if they
dents individually as they completed reading and oral
use them across skill levels. I was also interested in look-
tasks. I was able to ask them questions as they worked
ing at whether or not students plan, monitor, problem-
and listen to their thought processes. The second was
solve, and evaluate their learning activities.
Teacher’s Edition
— 16 —
November 2003
Figure 1. Learning strategies overview.
Learning strategies are:
They include, but are not limited to:
ª actions
ª Organizing information into categories (chunking).
ª behaviors
ª Organizing information visually through maps,
ª steps
charts, and frames.
ª techniques
ª Planning or preparing before a task.
ª procedures
ª Evaluating after a task.
ª tricks
ª Activating background knowledge.
ª Predicting or guessing.
that
ª Summarizing.
ª Paraphrasing.
ª facilitate
ª Using mnemonics and imagery to memorize lists
ª improve
or information.
ª enhance
ª Clarifying techniques.
ª Drawing pictures.
the
ª Circumlocution.
ª Monitoring speech while speaking.
ª comprehension
ª Correcting errors.
ª internalization
ª Rehearsing or repetition.
ª storage
ª Cooperation.
ª retention
ª Visualization.
ª use
ª Journaling or keeping a learning log.
ª application
ª Setting language learning goals.
of language.
the ability to compare their surveys with the notes I
these ten students were asked to identify themselves on
took on their interviews. The oral interviews to some
their surveys—the other 136 were asked only to identi-
extent acted as a verification of the truthfulness of stu-
fy their class and sex. The interviews—both the role-
dents’ answers on the survey.
play and the reading task—lasted for one hour each.
The survey was administered to a total of 146 stu-
Participants were assured before starting that complet-
dents at Vinh University: 58 fourth-year females, 24
ing the assignment was not the purpose—I was more
fourth-year males, 47 first-year females, and 17 first-year
interested in how they did what they had time to do
males. The students had one 45-minute class period to
than in whether they finished all the reading compre-
listen to the instructions and complete the survey. All
hension questions.
students had studied speaking with a Analysis
foreign teacher for the semester prior to the survey.
All of the students were English majors, studying to
become English teachers in provinces throughout
I began analyzing the study by first formatting the
central Vietnam.
data to be able to compare males to females, first-year to
The ten oral interviews were conducted with eight
fourth-year students, and also each of these categories to
females and two males, all of whom were fourth-year stu-
the total percentages. (The complete data tables may be
dents who had already completed the survey. Only
obtained by writing to Teacher’s Edition. My discussion
here picks out key information and trends.)
Teacher’s Edition
— 17 —
November 2003
Overall, my impression of the results is that my
are not strategically correcting themselves.
They
students do use learning strategies, but on a very limited
are focused on grammatical perfection, not communica-
basis. This makes sense because they have been learning
tion. They need training in when to correct and when
English for between four and ten years. In that amount
to continue.
of time, it seems only natural that they would have devel-
In writing tasks, 33% of students said they often or
oped some sort of system for remembering and accom-
always begin writing immediately with no preparation.
plishing language learning tasks. Another overall impres-
Combine that with the fact that 39% of them never,
sion, though not a scientific observation by any means,
rarely, or only sometimes draft and revise, and that 54%
is that I believe students overestimated their frequency
never or rarely have a friend proofread, and it is certain
of strategy use.
that many of these students could be producing written
Specifically, the first major trend I noticed about my
work of much higher quality.
students’ use of learning strategies is that it would not be
Another problem I noticed in watching students
considered strategic. In fact, it might even be seen as
complete the reading tasks during the “talk aloud” inter-
inappropriate for truly becoming competent in a foreign
views was that they have physical habits which hinder
language. They need to be shown how to choose appro-
their learning. For example, a few of the students who
priate strategies for different tasks and for their person-
were slower in reading and used their dictionary a lot
al growth. For example, the strategy of cooperation is
tended to touch each word, either with their finger or a
used constantly in any Asian classroom, which some-
pencil, as they read it, making each word a unit, instead
times makes it difficult to stop cheating or keep students
of reading longer phrases as single units of meaning.
quiet. If a student does not understand, they will simply
A third trend was that first-year and fourth-year stu-
turn and ask a friend. Despite this, only 2% of respon-
dents showed very little difference in their survey
dents said they always have a friend read what they have
responses. One would guess that responses would be
written before they turn it in. And only 7% said they
somewhat haphazard during the first year at university,
often have a friend proofread their work. The only
and become more focused on sometimes or often by the
respondents who always have a friend read their home-
fourth year. But there really was no trend, which sug-
work were first-year females.
gests one of two conclusions. Either students received
The second specific trend I noted is the use of
great training in secondary school and needed no fur-
“strategies” that might actually hinder students’ learning
ther training at university, in which case their answers
because of overuse. For example, 46% of the students
would remain about the same. Or they received no spe-
said they often or always begin reading right away and
cific training during secondary school or university on
look up every word they do not know. Most teachers
what learning strategies are and how to use them strate-
would agree that a little preparation before reading,
gically. Based on my experience, I believe the second
even in a first language, helps with comprehension.
conclusion is the correct one. Students are perhaps
Good pedagogy also tells us that students who excel in
taught to use certain skills, such as using context to com-
a foreign language do not look up every word they do
prehend meaning when reading, but they are not
not know. In the “talk aloud” interviews, my strongest
expected to transfer them to other skills (such as listen-
student never even got out her dictionary and finished
ing), nor are they trained to use them strategically.
reading the article in 20 minutes, with comprehension
A fourth trend was the lack of preparatory and eval-
as good as or better than others who took 45-60 minutes
uative skills. By looking at the surveys in comparison
to read the article while using their dictionary.
with the “talk aloud” interviews, I concluded that stu-
Forty-six percent of the students reported that they
dents reported using preparation and evaluation learn-
always explain again or correct themselves if they make
ing strategies at a rate that was much higher than they
a mistake. Such a high percentage tells me that students
actually did. In looking through the survey data, I also
“My job as a teacher is to show you all the different ‘routes’
or strategies that are available to you, and teach you how
to decide which ones to use for various tasks.”
Teacher’s Edition
— 18 —
November 2003
got a sense that students were more likely to answer that
plan for a speaking curriculum that would focus on and
they never or rarely use the preparatory or evaluative
help students develop their use of learning strategies.
skills than they were for skills they could use while actu-
In my speaking course that preceded implementa-
ally performing a task.
The Learning Strategies
tion of the new curriculum, I focused on explicit learn-
Handbook calls these skills monitoring or problem-solv-
ing strategies training (for example, circumlocution,
ing skills. This observation was reinforced in the “talk
summarizing, thinking about what you already know,
aloud” interviews: Some students did not read the direc-
and predicting); correcting the most common and detri-
tions at all, only one student read through all the ques-
mental speaking errors (for example, agreeing and dis-
tions before reading, and only one other student took
agreeing with positive and negative statements, pro-
the time to complete the vocabulary exercises prior to
nouncing final consonants, article use, and word stress);
reading, as was suggested in the directions.
and group oral presentations. However, when it came
The fifth trend, seen in the oral interviews, is that
time to prepare my students for their final oral exam, I
students are capable of using preparatory and evaluative
noticed that my teaching was heavily weighted toward
learning strategies well, but they have never been
accuracy and lacked the proper balance of fluency train-
expected or taught to use them. After the role-plays, par-
ing. I saw that I needed to make my curriculum more
ticipants were capable of verbalizing thoughts about
holistic. I also subsequently learned the necessity for
what they would have changed and why they made cer-
incorporating the accuracy components into the con-
tain choices during the role-play. They also demonstrat-
tent of the curriculum, instead of centering my curricu-
ed excellent capability for using preparation strategies
lum on the accuracy skills themselves.
in role-plays during their final oral exams, which
With these realizations and the results of my
occurred the week after the surveys and interviews
research, I designed a semester-long curriculum based
were conducted.
on role-playing and group presentations.
(My one-
The sixth trend, also taken from the oral interviews,
semester curriculum plan is found on pages 24-25.) The
is that the two skills most students made more effective
first half contains training in verbal skills such as per-
use of than I had expected were (1) using context to
suading, conflict resolution, making complaints, and giv-
guess meaning; and (2) periodic summarizing to check
ing advice, while at the same time teaching students to
comprehension. Students who participated in the oral
use learning strategies to accomplish the communica-
interviews were some of the highest-level students, and
tive tasks. The second half of the curriculum is devoted
so this finding could be what sets them apart from the
to a Deserted Island unit which begins with the very
average student. The lowest-level student who partici-
familiar “deserted island activity” and culminates in
pated in the oral interviews told me that during a timed
students presenting an island nation they create (since
reading task, she usually reads the text again and again
they are not rescued from their deserted islands). I was
until there are five or ten minutes remaining, then guess-
attempting to incorporate my previous explicit
es at the answers. She also explained that during an
strategies training and error correcting into the larger
exam, she omits all new words (hoping their meaning is
picture of completing communicative role-plays and
not significant to comprehending the text) and guesses
group presentations.
at the answers. But at home she looks up every new
The very beginning of the curriculum is designed to
word in the dictionary. All the other students demon-
allow for certain practices I always do, such as learning
strated a fairly well-developed ability to use contextual
my students’ names, as well as new features, such as an
clues for determining meanings. Most surprisingly, they
explicit introduction to what learning strategies are. The
all stopped periodically to summarize for comprehen-
learning strategies specifically incorporated into the cur-
sion, though they would probably not be able to identi-
riculum are:
fy that as a specific learning strategy.
• Chunking—organizing information visually through
maps, charts, and frames.
Curriculum Proposal
• Preparing, monitoring, and evaluating (PME).
• Goal-setting.
As one result of what I had learned through my
• Linear thinking.
research—another was leading a learning strategies
• Predicting.
workshop for newer English teachers—I formulated a
• Visualizing.
• Self-talk, for example,“I can do this.”
Teacher’s Edition
— 19 —
November 2003
I chose these strategies specifically because I believed
aspect of English at a time. This can be seen vividly in
they would be fairly basic, able to be used across skills
listening to students discuss, “How can I learn English
and subjects, and a good foundation for students’ future
better?” They encourage one another,“Try harder. Study
learning.
more. Do more exercises.” But they cannot compre-
After my introduction, which focused on PME, my
hend a specific suggestion, such as, “Put all the root
goal was to teach students what the strategies are and
words you need to know for the TOEFL exam on cards
how to choose appropriate strategies for various language
and review them every night for three minutes before
tasks. Students from then on were held accountable for
you go to bed.” They also lacked the skills, even if they
participating in PME for each language task and choosing
were specific about what to study, to correlate which
appropriate strategies for each of the three steps.
activities they would do to accomplish which goal. For
example, several students said they wanted to work on
Curriculum Analysis
developing correct intonation for simple questions in
English, but they then listed their objective as: Do exer-
For the most part, the new curriculum succeeded
cises in the workbook. They failed to see that to accom-
very well. I taught students to organize information
plish a speaking goal, doing exercises in a book is not an
visually through frames, maps, and charts at the begin-
effective or appropriate plan.
ning of the semester. This proved to be an invaluable
Third, in reflecting on my first two evaluations and
help to them throughout the semester, as I presented all
watching a colleague adapt my curriculum for use in her
information both orally and in a visual format. This was
class, I saw that although the thought processes needed
possibly the greatest benefit of the curriculum. In fact,
for my purposes are indeed lacking in my students, they
they learned to organize information in this way so well
can be developed by ordering the learning strategies in
that some even began using this strategy in their phonol-
my curriculum differently.
ogy course. Due to increased comprehension and infor-
My colleague added two major components to the
mation retention, their marks went up significantly, and
curriculum, brainstorming and storytelling, which have
other students took notice and began to do the same.
the potential to be the missing link between my theoret-
This small triumph with one learning strategy
ically correct proposal for implementing learning strate-
prompts me to want to continue learning strategy train-
gies and the actual needs students have. These additions
ing in all future teaching endeavors. However, there
got her students to the place they needed to be to start
were changes I would make, and in my analysis here I
my curriculum. She had students brainstorm a topic at
will focus on these so that we all can attempt to use
the start of every class, a skill they desperately needed to
learning strategies in the most applicable ways for
develop since they are traditionally not coached in think-
Vietnamese students learning English.
ing outside the box. With simple brainstorming activi-
First, I realized that I tried to accomplish too many
ties, she introduced an essential ingredient for learning
goals in one semester. Students are capable of grasping
strategies: possibility. She drilled it into them so effec-
the entire curriculum, but they need more time.
tively that when the entire department gathered to hear
Second, I discovered that I ordered my strategies
us explain the final oral exams, and she asked the stu-
incorrectly. I rightly began with chunking, as discussed
dents,“What’s the first thing you do before a role-play?”,
above, but I followed that immediately with goal-setting,
her students responded in unison,“BRAINSTORM!”
which was a mistake.
She also taught storytelling. It sounds simple, but
My intention for students to choose one specific
proper storytelling in English requires students to think
strategy to work on throughout the semester was a great
linearly, something they do not do in Vietnamese. Once
intention. However, they do not have the thinking skills
they learned to do it with stories, they could transfer the
to be specific and intentional about focusing on one
skill to giving directions, explaining processes, or other
Learning strategies have the potential to lift Vietnamese English
education into a new era in which students know how to learn and
have a repertoire of skills to make them increasingly independent.
Teacher’s Edition
— 20 —
November 2003
communicative tasks. This linear or cause-and-effect
own education cannot be understated. Through devel-
thinking process is essential to effective use of learning
oping and using the analytic skills necessary to accom-
strategies.
plish language learning tasks, our students can become
The bottom line: I plan to revise the curriculum to
the English speakers they long to be.
be two semesters instead of one. In terms of learning
strategies, in the first semester I will focus on organizing
References
information visually (chunking), brainstorming, story-
Cohen,Andrew D. Strategies in Learning and Using a
telling, and other preparatory skills such as prediction. A
Second Language. Longman, 1998.
large portion of my original curriculum will be used in
the second semester and include such strategies as goal-
Charnot, Anna Uhl, Sarah Barnhardt, Pamela Beard El-
setting, monitoring, evaluating, self-talk, and visualiza-
Dinary, and Jill Robbins.
The Learning Strategies
tion. I will also spread out more the speaking functions
Handbook. Longman, 1999.
I taught—including persuading, giving opinions, and giv-
ing directions—over the two semesters, perhaps adding
The complete curriculum developed by Jody Gilbert is
one or two more, but mostly just allowing more time for
available via e-mail upon request. The files are docu-
students to practice and become confident in each area.
ments created in Microsoft Word.
Please contact:
VTEACHER@elic.org.
Conclusion
Thank you to Dr. Melissa Smith, my professor and
My interest in and commitment to implementing
friend, who willingly helped me develop my curricu-
learning strategies in the language classroom is height-
lum; and to Brandélle Courville, my teammate and
ened because of the need recognized through my
friend, who taught the curriculum with me, helped me
research; my curriculum, which offered some significant,
wrestle through the issues, and gave me great ideas for
though small, successes; and the potential for the future,
improvements. I am indebted to both of you.
seen by looking at realistic improvements and adapta-
tions to the curriculum. Learning strategies have the
OOOOO
potential to lift Vietnamese English education into a new
Jody Gilbert taught English at Haiphong Foreign
era in which students know how to learn and have a
Language Center and Vinh University. She is currently
repertoire of skills to make them increasingly independ-
completing an M.A. in TESOL and Intercultural Studies at
ent, free to develop at their own pace. Truly, the need for
Wheaton College.
students to take ownership and responsibility for their
OOOOO
Teacher’s Edition
is sent on a complimentary basis
to university English teachers
in Vietnam, Cambodia, and Laos
by the English Language Institute.
In every man
there is something wherein
I may learn of him,
and in that
I am his pupil.
– Ralph Waldo Emerson
For more information,
please see page 60.
Teacher’s Edition
— 21 —
November 2003
LEARNING SURVEY
Note: There are no right answers for this survey. It is only for gathering information about students in Vietnam. Please
answer the questions truthfully, as best you can. Your teacher is not looking for certain answers. Please be honest.
Directions: Please circle the answer that tells how often you do the following things in order to help you learn, remember,
and use English. Remember, there are no right or wrong answers.
**If you want to explain why you chose an answer, please write on the back of the paper.
Reading
(1) Before I read in English, I decide what my purpose in reading is.
Never
Rarely
Sometimes
Often
Always
(2) When I read in English, I begin reading immediately and look up any words I don’t know.
Never
Rarely
Sometimes
Often
Always
(3) Before I read in English, I think about what I already know about the topic.
Never
Rarely
Sometimes
Often
Always
(4) When I have something to read in English, I try to predict what the text will be about.
Never
Rarely
Sometimes
Often
Always
(5) While reading, I stop to periodically summarize what I’ve already read to make sure it makes sense.
Never
Rarely
Sometimes
Often
Always
(6) I imagine or draw pictures of what I read.
Never
Rarely
Sometimes
Often
Always
(7) I use the context—like familiar words, pictures, and what has already happened—to help me guess the meaning of
unfamiliar words I read.
Never
Rarely
Sometimes
Often
Always
(8) After I read something, I check to see if my predictions were correct.
Never
Rarely
Sometimes
Often
Always
(9) After I read something, I think about what I could have done to help me understand better.
Never
Rarely
Sometimes
Often
Always
Speaking
(10) Before I speak in English, I think about what I already know about the topic.
Never
Rarely
Sometimes
Often
Always
(11) Before I speak in English, I think about what I want to say.
Never
Rarely
Sometimes
Often
Always
(12) If I realize I said something wrong or confusing in English, I explain it again or correct myself.
Never
Rarely
Sometimes
Often
Always
(13) If I can’t think of the word I want to use in English, I think of another way to say it.
Never
Rarely
Sometimes
Often
Always
Listening
(14) Before I listen in English, I think about what I might hear, and what I already know about the topic.
Never
Rarely
Sometimes
Often
Always
(15) After I listen to something, I think about what I could have done to help me understand better.
Never
Rarely
Sometimes
Often
Always
(16) If I don’t understand something someone said, I ask them a question.
Never
Rarely
Sometimes
Often
Always
Teacher’s Edition
— 22 —
November 2003
(17) I imagine or draw pictures of what I hear.
Never
Rarely
Sometimes
Often
Always
(18) I use the context—like familiar words and what has already been said—to help me guess the meaning of unfamiliar
words I hear.
Never
Rarely
Sometimes
Often
Always
(19) After I have a conversation, or listen to someone in English, I check to see if I heard what I predicted.
Never
Rarely
Sometimes
Often
Always
(20) After I have a conversation, I think about what I could have done differently to help me understand the other person, or
to help the other person understand me, better.
Never
Rarely
Sometimes
Often
Always
Writing
(21) Before I write something, I make a list of words I can use, or topics I want to include.
Never
Rarely
Sometimes
Often
Always
(22) Before I write something, I plan exactly how I want to communicate my point.
Never
Rarely
Sometimes
Often
Always
(23) When I have to write in English, I start writing immediately and put whatever I think first on the paper.
Never
Rarely
Sometimes
Often
Always
(24) When I write in English, I write a draft and then revise it.
Never
Rarely
Sometimes
Often
Always
(25) I have a friend read what I write in English.
Never
Rarely
Sometimes
Often
Always
General
(26) While reading, writing, speaking, or listening, I encourage myself by saying things like, “Keep going. You can do it!”
Never
Rarely
Sometimes
Often
Always
(27) I work with my classmates to complete assignments or figure out something I don’t understand.
Never
Rarely
Sometimes
Often
Always
(28) I use reference materials (such as a dictionary, textbook, grammar book, computer programs, or the Internet) to help me
if I don’t understand.
Never
Rarely
Sometimes
Often
Always
(29) When I don’t understand something in class, I ask the teacher for help or clarification.
Never
Rarely
Sometimes
Often
Always
Use the back of this paper if you need extra room to answer the following questions.
Please tell me about anything else you do that helps you to learn, remember, and use English well.
Can you think of a vocabulary word you learned recently that you did not forget? How did you remember it?
How do you normally learn new vocabulary?
Teacher’s Edition
— 23 —
November 2003
|
