THAI STUDENTS’ LEARNING STRATEGIES IN CLASSROOM ACTIVITIES: A DESCRIPTIVE STUDY

Abstract

This research aims to describe the speaking strategies of two Thai’s students taking a Speaking course in the English Language Education Department. This study employs descriptive qualitative design. Data were collected from observations, interviews, and document collection. This study finds that the two Thai students apply various speaking strategies in their speaking course. The strategies include switching to the mother tounges, getting help, using mimes or gesture, avoiding communication partially or totally, selecting the topic, adjusting or approximating the message, coining words, using a circumlocution or synonym, overviewing and linking with already known materials, paying attention, delaying speech production to focus on listening, finding out about language learning, organizing, setting goals, and objectives, identifying the purpose of language task, planning for a language task, seeking practice opportunities, and self-monitoring. All the strategies seem to be able to help them to communicate and to follow the speaking course activities. Besides, the strategies also help them to reduce nervousness when speaking, raise awareness for mastering more vocabulary and practice speaking more. Recommendations for future research may include investigation on the use of each strategies in context and how such EFL students deal with the problems.