Mongolian students’ learning strategies in mastering English receptive skills
A number of studies have investigated English language vocabulary learning strategies; however, fewer ones focus on receptive skills. Since the goal of language learning is communication, students need to comprehend spoken and written language first and then respond based on their comprehension. English is a second language in Mongolia and language learning strategies (LLS) have not been assessed yet. This paper explores which strategies are used by 6th and 8th grade students in mastering English language receptive skills. Such LLSs help students to gain more responsibility for their own learning. Data were collected with an online questionnaire among those graders. The results showed the 6th graders prefer to ask questions to clarify meaning, to use key words, to do mind mapping, and to use “speaker’s voice” to understand the content for listening strategies. For reading, students indicated that they would rather guess the words from the context, participate more in reading activities, divide the story if it is long, and predict the main idea from its title. Moderate correlation was found between the children’s attitude towards listening and reading and their LLSs. Age and mother’s education negatively affected their LLSs while students’ listening and reading attitudes affected their learning strategies.
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