This thesis research aims to study language learning strategies used by
Mathayom Two students in Regular Program and Mini English Program (MEP) at
Sarakham Pittayakhom School, and to compare the similarities and differences
between the two groups. A language learning strategy is \u201ca specific process that a
learner consciously selects in order to help him/her to learn a language\u201d (Tan, 2001, p.
37). Language learning strategies are one of the important variables that influence
achievement in language learning (Oxford, 1990).
English has played an important role in Thai educational context. The Ministry
of Education requires the education of English to start from the primary level (2001).
However, a study conducted by Praphal (2001) showed that language proficiency of
Thai students was lower than the international standards required on the
Chulalongkorn University Test of English Proficiency (CU-TEP) and Test of English
as a Foreign Language (TOEFL). The Ministry of Education has thus tried to develop
the quality of education in Thailand through the National Educational Development
Plans (Office of the National Education Commission, 2001). The effort to produce
good students that meet the international standards is seen through the enactment of
the learning and teaching of English from the very first level in primary school. And
in the Eight National Education Development Plan (1997 \u2013 2001), one aspect that has
been emphasized in the teaching of English is teaching English as a Foreign Language
(TEFL). In this aspect, a learner-center approach has been encouraged (Office of the
National Education Commission, 2001).
According to Ellis (1997), there are two types of learning strategy: language
learning strategies and skill learning strategies. On one hand, language learning
strategies are techniques that a learner uses to master new linguistic and
sociolinguistic information of the target language. Skill learning strategies, on the
other hand, are methods that a learner employs to become competent in speaking,
listening, reading, or writing in the target language. The learning strategies
investigated in this study are language learning strategies. There are six groups of
strategies: memory strategies, cognitive strategies, compensation strategies,
metacognitive strategies, affective strategies, and social strategies (Oxford, 1990).
This research aims to study language learning strategies employed by MEP
and RP M2 students at Sarakham Pittayakhom School. The purposes of this study are
The findings of the study are language learning strategies that successful
learners employ in learning English. The result can be used to manipulate the
teaching of language learning strategies, which enhance the mastery of English
language learning for pre-intermediate level learners. The differences between the
MEP and RP\u2019s reveal the use of language learning strategies used to master linguistic
points in the classroom.
The subjects of this study are Mathayom Two students enrolled in Regular
Program (RP) and Mini English Program (MEP) at Sarakham Pittayakhom School.
The Mini English Program was set up to meet the policy of the Ministry of Education.
The Mini English Program has been set up for 2 years, so the Mathayom 2 students
are the pioneers of the program. Language learning strategies employed by the MEP
students were compared with those of the RP M2 students. The MEP students\u2019
language proficiency is measured by the means of English Language Proficiency Test
administered by the Mahasarakham University Language Center (MSULC) once a
year at the end of every academic year. The language proficiency test is administered
at the end of the academic year to ensure that the students meet the standard of the
program set by the Ministry of Education. The Regular Program students are from the
class, which have been assessed and said to have the best academic excellence. By the
means of frequency and range examined when they apply to enroll the school, the 2/8
class students are those with the topmost academic excellence.
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