Successful Thai EFL Students and their Language Learning Strategies for Acquiring English If Clause

Authors

  • Somboon Pojprasat

    English Program, Faculty of Liberal Arts, Mahidol University, Nakhonpathom 73170 Thailand

DOI:

https://doi.org/10.30564/fls.v6i3.6546
Received: 5 March 2024 | Revised: 10 April 2024 | Accepted: 20 April 2024 | Published Online: 15 June 2024

Abstract

The fact that English if clause is too difficult does not entail impossibility for EFL students to master it. In the Thai context, a few have managed to use it correctly despite persistent failure among many. The present study principally aimed to find out how successful Thai EFL students learned to acquire this grammatical structure by virtue of the language learning strategies (LLS). A group of 32 university English majors were individually given an oral test in which different types of if clause were under investigation, and afterwards a questionnaire to complete about their application of the strategies. Findings show an overall poor performance with only seven students who could pass the test. Mismatch between verb forms and meaning constituted the general typology of mistakes hypothetically as a consequence of negative mother tongue transfer as well as a lack of deep understanding and acquisition of the structures that was supposed to be internalized. Regarding LLSs, the use of mental pictures was found to be significant, the learning technique successful and less successful students applied differently (p = 0.029), hence the probable strategy that helps with their acquisition of the structures. Pedagogical guidelines for incorporating the LLSs into an EFL classroom were provided. 

Keywords:

If clause; LLS; Thai EFL students; Productive mistakes

References

Al-Adwani, A.M., 2017. Language learning strategy preference among EFL students in the college of basic education

in Kuwait. British Journal of Education. 5(12), 43–59.

Alfian, A., 2016. The application of language learning strategies of high school students in Indonesia. Indonesian Journal of English Education. 3(2), 140–157. DOI: http://dx.doi.org/10.15408/ijee.v3i2.5509

Alfian, A., 2021. The favored language learning strategies of Islamic university EFL learners. Studies in English Language and Education. 8(1), 47–64.

Benson, P., Voller, P., 1997. Autonomy and independence in language learning (1st ed.). Routledge: London. DOI: https://doi.org/10.4324/9781315842172

Celce-Murcia, M., Larsen-Freeman, D., 1999. The grammar book (2nd ed.). Heinle & Heinle Publishers: Boston.

Chen, H. I., Pan, H., 2015. Learner autonomy and the use of language learning strategies in a Taiwanese junior high school. Journal of Studies in Education, 5(1), 52–64. DOI: https://doi.org/10.5296/jse.v5i1.6972

Chou, C. L., 2000. Chinese speakers’ acquisition of English conditionals: Acquisition order and L1 transfer effects. Second Language Studies. 19(1), 57–98.

Cohen, A. D., Griffiths, C., 2015. Revisiting LLS research 40 years later. TESOL Quarterly. 49(2), 414–429.

Cook, V., 2016. Second language learning and language teaching. Edward Arnold: London.

Cowan, R., 2008. The teacher’s grammar of English with answers: A course book and reference guide. Cambridge University Press: Cambridge.

Daflizar, Sulistiyo, U., Kamil, D., 2022. Language learning strategies and learner autonomy: The case of Indonesian tertiary EFL students. Language Education and Acquisition Research Network (LEARN) Journal. 15(1), 257–281.

Dmintreko, V., 2016. Language learning strategies of multilingual adults learning additional languages. International Journal of Multilingualism. 14(1), 6–22. DOI: https://doi.org/10.1080/14790718.2017.1258978

Dörnyei, Z., 2009. The L2 motivational self system. Motivation, language identity and the L2 self. 9–42. DOI: https://doi.org/10.21832/9781847691293-003

Eastwood, J., 1994. Oxford guide to English grammar. Oxford University Press: Oxford.Egan, K., 2005. An imaginative approach to teaching. John Wiley & Sons: San Francisco.

Ellis, R., 1994. The study of second language acquisition. Oxford University Press: Oxford.

Ellis, G., Sinclair, B., 1989. Learning to learn English: A course in learner training. Cambridge University Press: Cambridge.

Gan, Z., Humphreys, G., Hamp-Lyons, 2004. Understanding successful and unsuccessful EFL students in Chinese universities. The Modern Language Journal. 88, 229–244.

Gerami, M.H., Baighlou, S.M.G., 2011. Language learning strategies used by successful and unsuccessful Iranian EFL students. Procedia - Social and Behavioral Sciences. 29(2011), 1567–1576. DOI: https://doi.org/10.1016/j.sbspro.2011.11.399

Graham, S., 1997. Effective language learning. Multilingual Matters: Clevedon, Avon.

Griffiths, C., 2007. Language learning strategies: Student’s and teacher’s perceptions. ELT Journal. 61(2), 91–99. DOI: https://doi.org/10.1093/elt/ccm001

Hinnon, A., 2015. Common errors in English writing and suggested solutions of Thai university students. Humanities and Social Sciences. 31(2), 165–180.

Houssami, S., Benattabou, D., 2023. Exploring learning strategies and characteristics of good language learners among EFL graduate students in Morocco: A case study. Journal of Translation and Language Studies. 4(3), 30–46. DOI: https://doi.org/10.48185/jtls.v4i3.866

Jones, C., Waller, D., 2011. If only it were true: The problem with the four conditionals. ELT Journal. 65(1), 24–32. DOI: https://doi.org/10.1093/elt/ccp101

Katip, P., 2015. Thai learners’ comprehension and production of English if-conditionals [Master’s Thesis]. Krung Thep Maha Nakhon: Thammasat University.

Katip, P., Gampper, C., 2016. English as a foreign language student productive conditional verb form errors in Thailand. Language Education and Acquisition Research Network (LEARN) Journal. 9(2), 1–13.

Khamkhien, A., 2011. Language learning strategies used by Thai and Vietnamese university students. MANUSYA: Journal of Humanities Regular. 14(2), 1–23.

Ko, W., 2013. A study on the acquisition of if-conditionals by Korean- & Spanish-speaking learners of English. English Teaching. 68(1), 141–174.

Lai-Chun, C., 2005. A study of the acquisition of English conditionals by Chinese ESL learners [Master’s Thesis]. Hong Kong: The Chinese University of Hong Kong.

Lanonne, J., 2001. Cognitive load and the imagination effect. Cognitive Psychology. 18(1), 857–875.

Lee, J., Heinz, M., 2016. English language learning strategies reported by advanced language learners. Journal of International Education Research. 12(2), 67–76.

Lessard-Clouston, M., 1997. Language learning strategies: An overview for L2 teachers. The Internet TESL Journal. 3(12), 1–16.

Manolescu, D., 2023. Language learning through thought, memory, imagination and reading. Journal of Practical Studies in Education. 4(3), 1–4. DOI: https://doi.org/10.46809/jpse.v4i3.65

Murphy, R.,1994. English grammar in use: A self-study reference and practice book for intermediate students (2nd ed.). Cambridge University Press: Cambridge.

Nguyen, H., Terry, D.R., 2017. English learning strategies among EFL learners: A narrative approach. IAFOR Journal of Language Learning. 3(1), 4–19.

Norton, B., 2001. Non-participation imagined communities and the language classroom. Learner contributions to language learning: New directions in research. Pearson Education: Harlow. pp. 159–171).

O’Keefe, A., Michael, M., Ronald, C., 2007. From corpus to classroom: Language use and language teaching. Cambridge University Press: Cambridge.

O’Malley, J. M., Chamot, A., 1990. Learning strategies in second language acquisition. Cambridge University Press: Cambridge.

O’Malley, J.M., Chamot, A., 1993. Learning strategies in second language acquisition. The Modern Language Journal. 76(2), 312–334. DOI: https://doi/org/10.2307/329782

Oxford, R.L., 1990. Language learning strategies: what every teacher should know. Newbury House Publishers: New York.

Oxford, R., 1992/1993. Language learning strategies in a nutshell: Update and ESL suggestions. TESOL Journal. 2(2), 18–22.

Oxford, R.L., 1996. Language learning strategy around the world: Cross cultural perspective. University of Hawaii: Manoa, HI.

Oxford, R.L., 2017. Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge: New York.

Oxford, R.L., Crookall, D., Cohen, A.D., et al., 1990. Strategies training for language learners: Six situational case studies and a training model. Foreign Language Annuals. 23(3), 197-216. DOI: https://doi.org/10.1111/j.1944-9720.1990.tb00360.x

Pengpanich, A., 2014. Markedness and the acquisition of English conditionals by Ramkhamhaeng University students. Ramkhamhaeng University Journal Humanities Edition. 33(2), 71–98. Available from: https://so05.tcithaijo.org/index.php/huru/article/view/27857/23955

Phonhan, P., 2019. English language learning strategies employed by Thai library science students: A case study of students at Rajabhat Maha Sara Kham University. Journal of Research and Development Institute, Rajabhat Maha Sarakham University. 6(1), 145–156.

Prakongchati, N., 2007. Factors related to the use of language learning strategies by Thai public university freshmen. [PhD Thesis]. Nakhon Ratchasima: Suranaree University of Technology.

Quirk, R., Greenbaum, S., 1973. A university grammar of English. Longman: London.

Quirk, R., Greenbaum, S., Leech, G., et al., 1985. A comprehensive grammar of the English language. Longman: New York.

Rahimi, M., Riazi, A., 2005. Iranian EFL learners’ pattern of language learning strategy use. Journal of Asia TEFL. 2(1), 103–129.

Rardprakhon, J., 2016. Language learning strategies used by Thai engineering freshmen with different English academic achievement levels [Master’s Thesis]. Chang Wat Chon Buri: Burapha University.

Richards, J., Platt, J., 1992. Longman dictionary of applied linguistics. Longman: London.

Rubin, J., 1975. What the “Good Language Learner” Can Teach Us. TESOL Quarterly. 9(1), 41–51. DOI: https://doi.org/10.2307/3586011

Rubin, J., 1987. Learner strategies: theoretical assumptions, research history andtypology. In A. Wenden & Joan Rubin (eds), 15-19.

Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. Learner strategies in language learning, 15, 29.

Rubin, J., Thompson, I., 1994. How to be a more successful language learner (2nd ed.). Heinle & Heinle Publishers: Boston.

Sartika, D.H.M., Santihastuti, A., Wahjuningsih, E., 2019. The learning strategies used by EFL students in learning English. Indonesian Journal of English Education(IJEE). 6(1), 10–20. DOI: https://doi/org/10.15408/ijee.v6i1.12111

Sattayatham, A., Honsa. Jr, S., 2007. Medical students’ most frequent errors at Mahidol University, Thailand. The Asian EFL Journal. 9(2), 170–194.

Sukying, A., 2021. Choices of language learning strategies and English proficiency of EFL university learners. LEARN Journal: Language Education and Acquisition Research Network. 14(2), 59–87. Available from: https://so04.tcithaijo.org/index.php/LEARN/article/view/253261/171953

Suraprajit, P., 2022. Use, errors, and self-perceptions of Thai EFL learners with conditional sentences. English Language Teaching. 15(8), 23–33. DOI: https://doi.org/10.5539/elt.v15n8p23

Suteerapongsit, R., Pongpairoj, N., 2020. Systematicity of L1 Thai learners’ L2 English interlanguage of ‘Wish-Clauses’. Journal of Studies in the English Language (JSEL). 15(2), 63–97.

Tabatabaei, O., Hoseini, H., 2014. EFL and ESP learners’ use of language learning strategies: A study of collocations. Journal of Language Teaching and Research. 5(1), 112–120. DOI: https://doi.org/10.4304/jltr.5.1.112-120

Tamada, Y., 1996. The relationship between Japanese learners’ personal factors and their choices of language learning strategies. Modern Language Journal. 80, 120–131.

Wenden, A.L., 1991. Learner strategies for learner autonomy. Prentice-Hall: New York.

Yossatorn, Y., Binali, T., Chokthawikit, S., et al., 2022. Thai EFL university students’ productions of the English past counterfactuals and their influences from interlanguage fossilization. SAGE Open. 12(1). DOI: https://doi.org/10.1177/21582440221079892

Yule, G., 1998. Explaining English grammar. Oxford University Press: Oxford.

Downloads

How to Cite

Pojprasat, S. (2024). Successful Thai EFL Students and their Language Learning Strategies for Acquiring English If Clause. Forum for Linguistic Studies, 6(3), 127–142. https://doi.org/10.30564/fls.v6i3.6546

Issue

Vol. 6 , Iss. 3 (September 2024)

Article Type

Article

License

Copyright © 2024 Somboon Pojprasat

Creative Commons License

This is an open access article under the Creative Commons Attribution 4.0 International License.