Learning strategies of secondary ESL students in Hong Kong and the implications for language teaching

Learning strategies of secondary ESL students in Hong Kong and the implications for language teaching

• Mok-Cheung, Hing Man Angela The Hong Kong Institute of Education
• Wheeler, Jacqueline Margaret

1998

International Language in Education Conference 1998: The Curriculum: Issues in Teaching and Learning, Evaluation and Assessment (1998: The Hong Kong Institute of Education, Hong Kong, China)

• F 教與學
  • FA 一般教學方法、各種施教方法
• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換

• Hong Kong

• 1997.7 onwards

• 中學教育

This research project investigated the learning strategies of junior secondary students in Hong Kong ESL classrooms. A total of 132 Form One to Form Three students from 56 schools were studied, observed and interviewed: data were collected accordingly. Students were categorized into "successful" language learners and "unsuccessful" language learners according to their English language academic achievement. Data findings from this research showed that the "successful" language learners employ meta-cognitive strategies more frequently than the "unsuccessful" ones. They tended to plan, evaluate and reflect more on their approach to language learning and ways to improve their English. The two groups did not show a significant difference in group work mode of learning, yet, the "successful" language learners preferred to work on his / her own more. The level of father's education was found to be associated with the type of learning strategies used by students, however, gender did not seem to affect the choice of learning strategies. These findings have important implications for language teachers in helping their students develop effective language learning strategies.

Paper presented at the International Language in Education Conference 1998: The Curriculum: Issues in Teaching and Learning, Evaluation and Assessment

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/4d122b54

2015-07-14