A STUDY ON CHINESE WRITING LEARNING STRATEGIES OF VIETNAMESE STUDENTS: A CASE STUDY OF HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY
Main Article Content
Abstract
Based on O’ Malley and Chamot (1990)’s view about learning strategies, this article surveyed Vietnamese students on strategies for learning Chinese writing skills. A total of 219 students at Ho Chi Minh City University of Foreign Languages and Information Technology answered the survey. The results show that students frequently used strategies for learning writing skills, including a high frequency of using metacognitive, cognitive, and social/ affective strategies. There was only a difference between male and female students in the use of writing strategies. There was no difference between students in the Central region and the ones in South regions in using writing learning strategies. Learning outcomes for writing are associated with the use of planning strategies, self-monitoring, selective attention in the metacognitive strategies, language acquisition strategies, taking risks, practicing practice, simulation in the cognitive strategies, and emotional strategies, cooperating with others, asking questions in the social/ affective strategies.
Keywords
Chinese, learning strategies, Vietnamese students, writing skills
Article Details
References
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