Language Learning Strategies to Improve English Speaking Skills among Vietnamese Students: A Case of Three High Schools in Binh Duong Province, Vietnam
Bibliographic record
Abstract
The role of language learning strategies (LLS) in second language acquisition has received increased attention across several disciplines in recent years. LLS has been shown to occur in many studies over the years to improve language learning efficiency. The current study endeavors to scrutinize LLS employed by the students at (1) Binh Phu, (2) Vo Minh Duc, and (3) Nguyen Thi Minh Khai high schools and suggests solutions to improve the effectiveness of LLS use. Based on the qualitative and quantitative data, the survey reveals that students’ motivation enormously affected LLS. The findings simultaneously show that students use many LLS to enhance their speaking skills, but the most frequently used ones are cognitive and affective. Significant correlations among types of LLS and the influence of motivation on the choices of LLS are consistent with previous studies. The study’s results are expected to be beneficial to teachers of English and students in terms of narrowing the gap between the students' LLS and their teaching methodologies preferences and sketching out the appropriate strategies to enhance students’ speaking skills. The implications of these findings and the importance of viewing learners holistically are discussed, and recommendations are made for ongoing research.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".