Investigating grammar learning strategies of Grade 9 English learners at Trieu Long Lower Secondary School, Quang Tri Province
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Abstract
This study investigates the grammar learning strategies used by Grade 9 English learners at Trieu Long Lower Secondary School, their practical applications, and the differences in strategy use between male and female students. A mixed-methods approach was adopted, combining quantitative data from 83 students (41 male, 42 female) via questionnaires and qualitative data from semi-structured interviews with 10 students. The quantitative data were analyzed using SPSS, while thematic analysis was applied to the qualitative data. The findings revealed that students used diverse grammar learning strategies, with a preference for affective, metacognitive, and cognitive strategies. Digital tools like websites and apps were commonly used, and collaborative learning was favored. Few significant gender differences in strategy use were found, with female students favored social strategies, whereas male students leaned more toward cognitive strategies. This study offers practical implications for enhancing grammar learning through improved grammar instruction, educational practices, and curriculum design.
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