Language Learning Strategies to Improve English Speaking Skills among Vietnamese Students: A Case of Three High Schools in Binh Duong Province, Vietnam

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.