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Learning strategies in reading and writing: EAP contexts

Learning strategies in reading and writing: EAP contexts
Learning strategies in reading and writing: EAP contexts
Presently, the importance of culture and context is becoming a significant feature of research in the field of learning strategies. To date, there has been little research into learning strategies utilized for reading and writing in Asian EAP (English for Academic Purposes) contexts, and in particular in the Thai context. With this in mind, this research investigated learning strategies employed by undergraduate students at a Thai university studying EAP reading and writing courses. The research aimed to identify the most frequently used strategies and different strategy use between ‘successful’ and ‘less successful’ learners. Learning strategies were classified following Oxford’s (1990) six category taxonomy and an additional category of negative strategies. The results revealed metacognitive, cognitive and compensation as the most frequently used strategies overall. Differences in strategy use for successful and less successful readers and writers were also demonstrated. A number of affective and social strategies were identified in the quantitative analysis which needed further investigation. Furthermore, various strategies investigated in earlier learner strategy research seemed, based on this research, to be culturally inappropriate in the Thai context.
0033-6882
299-328
Baker, William
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
Boonkit, Kamonpan
de901ff4-2a97-42f8-bdfd-23a7fae0f01e
Baker, William
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
Boonkit, Kamonpan
de901ff4-2a97-42f8-bdfd-23a7fae0f01e

Baker, William and Boonkit, Kamonpan (2004) Learning strategies in reading and writing: EAP contexts. RELC Journal, 35 (3), 299-328. (doi:10.1177/0033688205052143).

Record type: Article

Abstract

Presently, the importance of culture and context is becoming a significant feature of research in the field of learning strategies. To date, there has been little research into learning strategies utilized for reading and writing in Asian EAP (English for Academic Purposes) contexts, and in particular in the Thai context. With this in mind, this research investigated learning strategies employed by undergraduate students at a Thai university studying EAP reading and writing courses. The research aimed to identify the most frequently used strategies and different strategy use between ‘successful’ and ‘less successful’ learners. Learning strategies were classified following Oxford’s (1990) six category taxonomy and an additional category of negative strategies. The results revealed metacognitive, cognitive and compensation as the most frequently used strategies overall. Differences in strategy use for successful and less successful readers and writers were also demonstrated. A number of affective and social strategies were identified in the quantitative analysis which needed further investigation. Furthermore, various strategies investigated in earlier learner strategy research seemed, based on this research, to be culturally inappropriate in the Thai context.

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Published date: 2004

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Local EPrints ID: 66502
URI: http://eprints.soton.ac.uk/id/eprint/66502
ISSN: 0033-6882
PURE UUID: 927c6d22-be48-4379-82bb-b94f04a8a4f5
ORCID for William Baker: ORCID iD orcid.org/0000-0003-0533-2795

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Date deposited: 29 Jun 2009
Last modified: 14 Mar 2024 02:53

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Author: William Baker ORCID iD
Author: Kamonpan Boonkit

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