Thesis Writing

Background This thesis research aims to study language learning strategies used by Mathayom Two students in Regular Program and Mini English Program (MEP) at Sarakham Pittayakhom School, and to compare the similarities and differences between the two groups. A language learning strategy is “a specific process that a learner consciously selects in order to help him/her to learn a language” (Tan, 2001, p. 37). Language learning strategies are one of the important variables that influence achievement in language learning (Oxford, 1990). English has played an important role in Thai educational context. The Ministry of Education requires the education of English to start from the primary level (2001). However, a study conducted by Praphal (2001) showed that language proficiency of Thai students was lower than the international standards required on the Chulalongkorn University Test of English Proficiency (CU-TEP) and Test of English as a Foreign Language (TOEFL). The Ministry of Education has thus tried to develop the quality of education in Thailand through the National Educational Development Plans (Office of the National Education Commission, 2001). The effort to produce good students that meet the international standards is seen through the enactment of the learning and teaching of English from the very first level in primary school. And in the Eight National Education Development Plan (1997 – 2001), one aspect that has been emphasized in the teaching of English is teaching English as a Foreign Language (TEFL). In this aspect, a learner-center approach has been encouraged (Office of the National Education Commission, 2001). According to Ellis (1997), there are two types of learning strategy: language learning strategies and skill learning strategies. On one hand, language learning strategies are techniques that a learner uses to master new linguistic and sociolinguistic information of the target language. Skill learning strategies, on the other hand, are methods that a learner employs to become competent in speaking, listening, reading, or writing in the target language. The learning strategies investigated in this study are language learning strategies. There are six groups of strategies: memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies (Oxford, 1990). Purpose of the study

This research aims to study language learning strategies employed by MEP and RP M2 students at Sarakham Pittayakhom School. The purposes of this study are as follows: 1. To investigate language learning strategies used by MEP and RP M2 students at Sarakham Pittayakhom School. 2. To compare language learning strategies used by MEP M2 students with language learning strategies used by RP M2 students. The Significance of the study The findings of the study are language learning strategies that successful learners employ in learning English. The result can be used to manipulate the teaching of language learning strategies, which enhance the mastery of English language learning for pre-intermediate level learners. The differences between the MEP and RP’s reveal the use of language learning strategies used to master linguistic points in the classroom. Population The subjects of this study are Mathayom Two students enrolled in Regular Program (RP) and Mini English Program (MEP) at Sarakham Pittayakhom School. The Mini English Program was set up to meet the policy of the Ministry of Education. The Mini English Program has been set up for 2 years, so the Mathayom 2 students are the pioneers of the program. Language learning strategies employed by the MEP students were compared with those of the RP M2 students. The MEP students’ language proficiency is measured by the means of English Language Proficiency Test administered by the Mahasarakham University Language Center (MSULC) once a year at the end of every academic year. The language proficiency test is administered at the end of the academic year to ensure that the students meet the standard of the program set by the Ministry of Education. The Regular Program students are from the class, which have been assessed and said to have the best academic excellence. By the means of frequency and range examined when they apply to enroll the school, the 2/8 class students are those with the topmost academic excellence. Research Instrument

The instruments used to collect the data of this study are the Young Learners’ Language Strategy Use Survey, invented by Cohen and Oxford (2002), and structured interviews. The Young Learners’ Language Strategy Use Survey was unpiloted up until June 2002. The original questionnaires allow user to download and use as data collection method .