The relationship between language learning strategies and English proficiency of 4th year students at felte, ULIS, VNU Mối quan hê ̣ giư ̃ a chiến lươ ̣ c ho ̣ c tâ ̣ p ngôn ngư ̃ v trình độ tiếng Anh của sinh viên năm thứ 4 khoa Sư Phạm Anh, trường Đại học Ngoại Ngữ - ĐHQGHN Đon Thị Thu Phương University of Languages and International Studies M.A. Thesis. English Teaching Methodology; Mã số: 60 14 10 Supervisor : Dr. Đỗ Tuấn Minh Năm bảo vệ: 2012 Abstract. This thesis paper begins with the assumption that strategies are integral for the effectiveness of students’ learning in general and language learning in particular. After issues of definition as well as classification of learning strategies, and definition as well as assessment of language proficiency are addressed, there is a review of previous studies concerning the relationship between language learning strategies and English proficiency – also the center of this research. As one of the first attempts to investigate this kind of relationship within the Vietnamese context, this paper utilized the Strategy Inventory for Language Learning (SILL) (Oxford, 1989) as the basic instrument to investigate the frequency level of strategy use and a “standard” Ielts test as an assessment tool of proficiency level among 87 fourth-year students at FELTE, ULIS, VNU. Excel and SPSS were then employed to examine the relationship between these two variables. Semi- interviews were also conducted to further investigate key strategies used by participants and factors which may affect their strategy use. Higher level students reported using a large number of language learning strategies more frequently than lower level student. A positive significant relationship was discovered between language learning strategies and English proficiency. In the mean time, interviews revealed some useful insights regarding the use of strategies by individuals. For instance, proficient students were inclined to utilizing learning strategies under the communicative perspective with more focus on non-academic materials whereas basic students were subject to academic materials within the scale of university curriculum. The thesis concludes by bringing together the key findings and suggesting areas for further research. Keywords. Phương pháp giảng dạy; Tiếng Anh; Chiến lược học tập Content. TABLE OF CONTENTS PAGE Declaration i Acknowledgement ii Abstract iii List of tables and figures iv List of abbreviations/ acronyms vi CHAPTER 1: INTRODUCTION 1.1. Statement of the problem and rationale for the study 1 1.2. Aims and objectives of the study 4 1.3. Scope of the study 5 1.4. Organization of the study 5 CHAPTER 2: LITERATURE REVIEW 2.1. Learning strategies 7 2.1.1. Definition of learning strategies 7 2.1.2. Classification of learning strategies 10 2.2. Language Proficiency 18 2.2.1. Definition of language proficiency 18 2.2.2. The Common European Framework of Reference for Languages 20 2.3. Language learning strategies and English proficiency 24 CHAPTER 3: METHODOLOGY 3.1. Selections of subjects 28 3.2. Data collection instruments 28 3.2.1. Ielts Test 29 3.2.2. Questionnaires 29 3.2.3. Interviews 31 3.3. Procedures of data collection 32 3.4. Procedures of data analysis 34 CHAPTER 4: RESULTS AND DISCUSSION 4.1. Frequency of language learning strategy use 36 4.2. The correlation between students’ language learning strategies and their English proficiency 46 4.3. Key strategies and potential factors affecting strategy use 48 CHAPTER 5: CONCLUSION 5.1. Major findings of the study 69 5.2. Contributions of the study 71 5.3. Limitations of the study 72 5.3. Suggestions for further research 73 REFERENCES 74 APPENDICES I References. Adbullah, G. & Seyyed, A.M. (2012), Do Language Proficiency Levels Corresponds to Language Learning Strategy Adoption?, English Language Teaching, 5 (7), pp.110- 122. Brumfit, C. 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