Exploring the Language Learning Strategies most Frecuently Used by Academically Successful University Students of English as a Foreign Language: The Case of Tecnológico de Monterrey -Edición Única

Hdl Handle:
http://hdl.handle.net/11285/572544
Title:
Exploring the Language Learning Strategies most Frecuently Used by Academically Successful University Students of English as a Foreign Language: The Case of Tecnológico de Monterrey -Edición Única
Issue Date:
2009-10-01
Abstract:
English language teaching and learning has been the concern of universities because students should be able to use the language both in informal and academic settings in order to become competitive in their professional field. The main objective of this dissertation is to explore the language learning strategies most frequently used by academically successful students in higher education. As language learning strategies is a field that needs to be deeply explored, Mixed Method Design was selected. This study was performed in three phases: (i) The quantitative phase describes the results found after analyzing a population formed by 1,283 higher education students registered in the January-May 2009 period. A general questionnaire and The Strategy Inventory for Language Learning designed by Oxford (1990) were applied. (ii) The qualitative phase describes how a sample was selected as a result of phase I and how the interviews were held with selected participants. (iii) The interpretation phase combines the previous stages in order to get integrated results from phases I and II. The results revealed that academically successful students use Metacognitive Strategies more frequently. They share their problems with their parents, participate in extra-curricular activities, find ways to solve difficulties on their own, propose themselves as leaders for assignments or teamwork, do some self-study, ask for help to overeóme limitations, do their assignments completely and on time. Thus, this study demonstrated that language learning strategies along with other personal and family complements lead students to reach academic success.
Keywords:
Exploring Language Learning Strategies; English as a Foreign Language; Academic Success; University Students
Degree Program:
Doctorado en Innovación y Tecnología Educativas
Advisors:
Dra. Katherina Edith Gallardo Córdova
Committee Member / Sinodal:
Dr. Eduardo Flores Kastanis; Dr. Armando Lozano Rodríguez
Degree Level:
Doctora en Innovación Educativa
School:
Escuela de Graduados en Educación
Campus Program:
Campus Monterrey
Discipline:
Ciencias Sociales / Social Sciences
Appears in Collections:
Ciencias Sociales

Full metadata record

DC FieldValue Language
dc.contributor.advisorDra. Katherina Edith Gallardo Córdovaen
dc.creatordel ángel Castillo, Martha C.en
dc.date.accessioned2015-08-17T11:34:52Zen
dc.date.available2015-08-17T11:34:52Zen
dc.date.issued2009-10-01-
dc.identifier.urihttp://hdl.handle.net/11285/572544en
dc.description.abstractEnglish language teaching and learning has been the concern of universities because students should be able to use the language both in informal and academic settings in order to become competitive in their professional field. The main objective of this dissertation is to explore the language learning strategies most frequently used by academically successful students in higher education. As language learning strategies is a field that needs to be deeply explored, Mixed Method Design was selected. This study was performed in three phases: (i) The quantitative phase describes the results found after analyzing a population formed by 1,283 higher education students registered in the January-May 2009 period. A general questionnaire and The Strategy Inventory for Language Learning designed by Oxford (1990) were applied. (ii) The qualitative phase describes how a sample was selected as a result of phase I and how the interviews were held with selected participants. (iii) The interpretation phase combines the previous stages in order to get integrated results from phases I and II. The results revealed that academically successful students use Metacognitive Strategies more frequently. They share their problems with their parents, participate in extra-curricular activities, find ways to solve difficulties on their own, propose themselves as leaders for assignments or teamwork, do some self-study, ask for help to overeóme limitations, do their assignments completely and on time. Thus, this study demonstrated that language learning strategies along with other personal and family complements lead students to reach academic success.en
dc.language.isoenen
dc.rightsOpen Accessen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleExploring the Language Learning Strategies most Frecuently Used by Academically Successful University Students of English as a Foreign Language: The Case of Tecnológico de Monterrey -Edición Únicaen
dc.typeTesis de Doctoradoes
thesis.degree.grantorInstituto Tecnológico y de Estudios Superiores de Monterreyes
thesis.degree.levelDoctora en Innovación Educativaen
dc.contributor.committeememberDr. Eduardo Flores Kastanises
dc.contributor.committeememberDr. Armando Lozano Rodríguezes
thesis.degree.disciplineEscuela de Graduados en Educaciónen
thesis.degree.nameDoctorado en Innovación y Tecnología Educativasen
dc.subject.keywordExploring Language Learning Strategiesen
dc.subject.keywordEnglish as a Foreign Languageen
dc.subject.keywordAcademic Successen
dc.subject.keywordUniversity Studentsen
thesis.degree.programCampus Monterreyen
dc.subject.disciplineCiencias Sociales / Social Sciencesen
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